■ ,=== 

THE  SOCIAL  SCIENCE  PAMPHLETS 

ESSENTIALS  IN 

GEOGRAPHY  — HISTORY  — CIVICS 

BY 

HAROLD  RUGG 
EARLE  RUGG 
EMMA  SCHWEPPE 
OF 

THE  LINCOLN  SCHOOL  OF  TEACHERS  COLLEGE 


AN  EXPERIMENTAL  EDITION 
Of  Pamphlet  No.  1 of  Volume  I:  The  Seventh  Grade  Series 


AMERICA 

AND  HER  IMMIGRANTS 

Who  They  Are 

Where  They  Come  From 

Why  They  Come 

Why  They  Came  in  the  Past 

How  They  Are  Received 

What  They  Do  Here 

How  They  Become  Americans 


This  edition  is  published  by  the  authors  for  cooperative 
experimentation  in  schools  with  which  arrangements  are 
made.  It  is  not  for  general  commercial  distribution. 


u.  0F!U  MR. 


1'-1L  *1 

53 


Copyright,  1922,  by  Harold  Rugg,  Earle  Rugg,  and 
Emma  Schweppe.  The  reproduction  of  these  materials 
is  expressly  prohibited. 

THIS  is  one  of  The  Social  Science  Pamphlets  for  the 
school  grades  Seven,  Eight,  and  Nine.  Although  these 
Pamphlets  are  not  a perfected  curriculum,  it  is  necessary 
that  they  be  printed  at  this  time  in  order  to  determine 
experimentally  their  reorganization.  Thl^&iie$t  fihat 
they  represent  has  been  taught  in  mimeographed  form 
in  three  grades  of  The  Lincoln  School  of  Teachers  Col- 
lege, 1920-1922.  For  two  years  and  a half  the  authors 
have  also  carried  on  curriculum  investigations  seeking  to 
validate  the  content  of  this  social  science  course.  The 
present  status  of  these  studies  justifies  the  printing  of  a 
trial  edition.  The  purpose  of  the  trial  edition  is  to  deter- 
mine by  measured  experimentation  the  grade  placement 
and  teaching  arrangement  of  the  material.  As  a result 
of  their  cooperative  use  in  public  schools,  1922-1923,  The 
Social  Science  Pamphlets  will  be  completely  revised  and 
issued  in  another  experimental  edition  for  use  in  cooper- 
ating schools,  1923-1924. 

A series  of  monographs  will  be  published  to  accom- 
pany this  curriculum  which  will  report  the  research  by 
which  the  materials  have  been  selected  and  organized. 


America  and  Her  Immigrants  is  Pamphlet  No.  1 of 
Vol.  I,  the  Seventh  Grade  Series,  in  a complete  Seventh, 
Eighth,  and  Ninth  Grade  curriculum  in  geography,  his- 
tory, and  civics.  Five  or  six  pamphlets  will  be  issued  for 
each  grade.  They  will  deal  with  the  following  aspects  of 
American  life,  presenting  essential  contemporary  matters 
together  with  needed  historical  background  and  geo- 
graphic conditions  and  explanations: 

I.  Immigration  and  Americanization. 

II.  Conserving  Onr  Natural  Resources. 

III.  Industry,  Business,  and  Transportation. 

IV.  Schools,  the  Press,  Public  Opinion. 

V.  The  American  City  and  Its  Problems. 

VI.  The  Culture  of  America  and  of  Other  Lands. 

VII.  Problems  of  Government  in  a Representative  Democracy.  • 

VI II.  Primitive  Peoples,  Past  and  Present. 

IX.  America  and  World  Affairs. 

The  authors  need  cooperation  and  criticism  from  pub- 
lic schools.  They  will  welcome  inquiries  and  suggestions 
about  this  experimental  work. 

Address  all  inquiries  to : Harold  Rugg,  The  Lincoln 
School,  425  "West  123rd  Street,  New  York,  N.  Y. 


AMERICA  AND  HER  IMMIGRANTS 

Pamphlet  No.  1,  of  Volume  I,  Seventh  Grade  Series 


Si 


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THOSE  who  are  engaged  in  the  making  of  these  materials 
of  instruction  believe  that  the  future  of  representative 
democracy  in  America  depends  upon  the  intelligence  of 
the  common  man.  They  believe  that  the  known  facts  of  intel- 
ligence are  worthy  of  the  hypothesis  that  there  is  in  the  group 
mind  sufficient  capacity  to  express  its  will  effectively  through 
industrial,  social,  and  political  machinery.  This  means  that 
potential  capacity  must  be  transformed  into  dynamic  ability. 
They  are  equally  confident  that,  although  America  has  practised 
universal  education  on  a scale  never  before  attempted  by  a 
large  nation,  our  instruction  has  fallen  far  short  of  preparing 
the  rank  and  file  for  the  intelligent  operation  of  democratic 
government. 

After  more  than  a century  of  democracy,  there  are  signs 
of  serious  import  that  we  are  facing  a near  impasse  in  citizen- 
ship. The  impasse,  if  such  it  is,  is  undoubtedly  the  natural 
outgrowth  of  our  spectacular  conquest  of  vast  material  wealth; 
of  our  reception  into  the  country  of  thirty- three  millions  of 
people  of  diverse  races,  nationalities,  practices,  and  beliefs,  and 
of  the  massing  of  human  beings  in  cities  at  a rate  of  which  we 
had  hitherto  not  dreamed.  The  present  crisis  has  been  brought 
about  in  large  part  by  the  mushroom  growth  of  a fragile  and 
highly  specialized  mechanism  of  industry,  transportation,  com- 
munication, and  credit.  With  these  stupendous  material  ad- 
vances, resulting  in  the  artificial  inflation  of  our  economic  and 
social  standards  of  living,  there  has  not  been  a parallel  aesthetic, 
spiritual,  and  cultural  growth. 

To  relieve  this  impasse,  we  must  substitute  critical  judg- 
ment for  impulsive  response  as  the  basis  for  deciding  our  social 
and  political  issues.  The  thoroughgoing  reconstruction  of  the 
school  curriculum  is  a necessary  first  step  in  the  process,  for  the 
reason  that  the  public  school  is  our  most  potent  agency  for 
social  regeneration.  Especially  through  the  curriculum  in  the 
social  sciences  must  we  subject  our  youth  to  a daily  regimen  of 
deliberation  and  critical  thought.  Only  those  who  have  been 
trained  through  years  of  practise  in  the  analysis  of  facts,  in 
the  making  of  decisions,  the  drawing  of  inferences  and  conclu- 
sions, will  resort  to  intelligence  instead  of  to  predisposition  as 
their  guide  for  conduct. 

H.  R. 


A SUGGESTED  SCHEDULE  OF  LESSONS. 


To  the  Teacher:  The  study  of  this  pamphlet  should  not 
take  more  than  32  school  exercises  if  the  remaining  topics 
are  to  be  distributed  equitably  over  the  remainder  of  the  year. 
The  following  schedule  is  the  one  we  shall  try  to  follow.  We 
suggest  it  to  you.  Feel  free  to  adapt  it  as  you  like.  You 
may  wish  to  save  time  by  omitting  some  sections.  If  more 
readings  are  needed  for  some  pupils  use  the  eighth  and  ninth 
grade  pamphlets  on  this  topic. 

You  will  notice  the  variety  of  work  provided  by  these 
lessons : 1.  The  reading  of  little  episodes  of  real  human 

happenings;  2.  The  reading  of  long  stories;  3.  Making  and 
studying  varied  types  of  maps  and  graphs;  4.  Outside  read- 
ings and  individual  pupil  reports;  5.  Frequent  tests;  6. 
Constant  note-taking;  7.  Aswering  thought  questions  about 
each  topic;  8.  Weaving  history,  geography  and  civics  into 
natural  relationships. 


Lesson 

No. 

1.  Read  with  the  class  and  discuss  the  “Foreword  to  the  Pupil.’ ’ 
Turn  through  the  major  topics  of  the  entire  pamphlet.  We  sug- 
gest that  you  read  with  the  pupils  the  list  of  questions  at  the 
very  end  of  the  pamphlet:  Important  Questions  You  Should  he 
Able  to  Talk  About. 

2.  Read  and  discuss:  What  Is  an  American?  Fifteen  Million 
Americans  of  Today  Were  Not  Born  in  America.  Remainder  of 
the  hour  to  be  spent  in  reading  the  story:  How  Carlo  and  His 
Family  Came  to  America.  Assign  rest  of  story  as  home  work. 

3.  Class  discussion  of  the  story : How  Carlo  and  His  Family  Came 
to  America.  The  long  story  gives  the  sweep  of  the  entire  immi- 
gration problem. 

4.  Further  discussion  of  topography,  climate,  industries  and  customs 
in  Italy. 

5.  Read  and  discuss:  America  the  Country  of  Many  Nationalities. 

6.  Read  and  discuss : What  are  the  Differences  in  Nationality  Be- 
tween the  Old  Countries  and  the  New. 

7.  Study  of  episodes  which  illustrate:  Why  Immigrants  Come  to 
America  Now. 

8.  Outside  readings  and  pupil  reports  to  class  on:  Why  the  Colon- 
ists Came  to  America,  1607-1750. 

9 and  10.  Two  class  exercises  on  testing  and  learning  the  location  of 
European  emigrant  countries. 

11.  The  Hundred  Years  Long  Sweep  of  Immigration. 


SCHEDULE  OF  LESSONS 


111 


12.  How  the  American  People — Native  and  Immigrant — Took  Over 
the  Land  of  the  West. 

13.  Why  the  Irish  and  the  Germans  Came,  1845-1855. 

14.  The  American  Viewpoint  on  immigration  seventy  years  ago. 

15.  The  Change  from  the  “Old  to  the  New”  Immigration,  1890-1922. 
Who  the  Slaves  are  and  Where  They  Live. 

16.  Exercise  on  the  topography  of  countries,  climate,  industries  and 
location  of  Slavic  people;  map  study. 

17.  How  the  Slavs  Live  in  Europe. 

18.  Map  study : Ports  of  Europe  from  Which  Emigrants  Sail  for 
America. 

19  and  20.  Map  study : The  Testing  and  Learning  of  European  Cities. 
Map  study : Railroads  of  Europe  and  America. 

21.  The  Emigrant  En  Route  for  America. 

22.  The  Gateways  to  America.  Map  study. 

23.  Map  study:  Testing  and  Learning  the  Port  Cities  of  the  United 
States. 

24.  The  Immigrant’s  First  Sight  of  His  New  Country:  How  We 
Receive  Him  at  Ellis  Island. 

25  and  26.  Where  the  Immigrant  Lives  in  the  United  States.  Maps 
and  episodes. 

27.  How  the  Immigrant  Finds  Ilis  Job  and  the  Conditions  Under 
Which  He  Works. 

28.  How  the  Foreign-Born  Live  in  America. 

29.  How  We  are  Trying  to  Make  Americans  Out  of  Immigrants. 

30.  Summary : Important  Questions  About  the  American  People 
You  Should  be  Able  to  Talk  About. 

31.  A final  test  on  the  work  of  the  pamphlet. 


I.  FOREWORD  TO  THE  PUPIL 


SOCIAL  STUDIES  FOR  THE  SEVENTH  GRADE 
GEOGRAPHY— HISTORY— CIVICS 

What  the  Seventh  Grade  Pamphlets  Will  Teach  You. 

You  are  beginning  a year’s  study  of  interesting  things  about  your 
own  country  and  its  people.  You  are  going  to  learn  who  Americans 
are,  where  they  have  all  come  from,  how  they  live  in  different  parts 
of  the  United  States,  what  kinds  of  work  they  do,  and  many  other 
things  about  the  people  whose  life  is  different  from  yours  and  from 
others  of  your  town  or  city.  The  pamphlets  you  will  read  tell  many 
true  stories  of  real  life  which  will  surprise  and  interest  you.  They 
tell  how  people  from  all  the  other  countries  in  the  world  have  been 
coming  to  this  country  for  many,  many  years,  the  important  things 
that  have  happened  to  them,  how  they  have  become  a part  of  our 
nation.  Of  course  we  are  most  interested  in  understanding  what  is 
going  on  today ; we  want  to  know  what  troubles  our  country  is  hav- 
ing and  what  dangers  we,  as  a people,  are  facing.  But  in  order  to 
understand  these  things,  we  need  to  know  how  our  country  grew  to 
its  present  size.  We  need  to  know  the  important  history  of  her 
great  “polyglot”  people,  how  they  came  here  and  why,  how  they 
settled  the  wilderness  and  the  prairie,  the  mountainous  uplands,  and 
the  broad  fertile  valleys  between  the  two  oceans — nearly  three  thou- 
sand miles  from  coast  to  coast.  We  want  to  see  how  they  built  great 
cities  far  apart  from  each  other,  and  then  tied  them  together  with 
railroads,  telephones  and  telegraph,  Uncle  Sam’s  postal  service,  and 
how  countless  newspapers  carry  the  news  of  one  city  to  another  from 
day  to  day.  We  want  to  know  a great  deal  about  the  important 
industries  of  the  country,  about  our  schools,  about  our  government, 
so  that  we  will  know  how  to  be  good  citizens  and  how  to  help  America 
solve  her  problems. 

We  need  to  know  some  of  the  things  that  geography  teaches,  too — 
where  certain  cities  and  mountains  and  important  rivers  are,  why 
cities  grew  at  some  places  and  not  at  others,  why  railroads  are  where 
they  are,  the  reasons  for  locks  in  canal-building,  why  great  ports  have 
developed. 

You  will  study  maps  and  charts  and  graphs,  and  learn  to  make 
them,  and  to  talk  about  the  influences  that  facts  of  geography  have 
had  upon  our  industries,  upon  the  way  our  people  live,  and  upon  our 
dealings  with  other  nations. 

In  order  that  each  of  you  shall  truly  understand  what  is  going  on 
today,  and  how  things  of  the  past  have  led  up  to  things  of  the  present, 
we  shall  have  a good  deal  of  practice  in  thinking  over  the  various 
problems.  The  “good  citizen”  is,  after  all,  the  person  who  knows  the 


FOREWORD  TO  THE  PUPIL 


Y 


facts  and  has  trained  his  mind  so  that  he  can  think  out  his  opinions 
from  the  facts.  The  good  citizen  does  not  let  his  prejudices  decide 
things  for  him. 

So  you  have  two  important  tasks  before  you  in  studying  the  Social 
Science  Pamphlets:  First,  to  master  the  big  facts  about  how  we  live 
today  in  this  world  of  ours,  and  how  it  came  to  be  what  it  is ; second, 
to  make  sure  that  you  have  sufficient  facts  on  both  sides  of  any  ques- 
tion, then  to  weigh  those  facts  carefully  before  forming  your  opinion 
as  to  which  side  is  right.  There  are  many  big  problems  today  about 
which  we  can  only  have  opinions;  we  can  not  be  sure  that  one  side  is 
right  and  the  other  wrong,  but  the  more  we  read  and  the  more  we 
think  and  study  about  them,  the  more  apt  we  are  to  make  right 
decisions.  Our  real  task,  then,  is  to  try  to  master  the  facts  and  begin 
thinking  about  our  problems.  Read  the  questions  at  the  close  of  this 
pamphlet  and  you  will  understand  better  what  we  mean. 

The  lessons  have  been  arranged  with  a view  to  giving  you  practice 
in  thinking  carefully  and  learning  to  make  sound  conclusions.  In  each 
lesson  you  should  constantly  be  asking  yourself  such  questions  as  these : 

1.  What  are  the  true  facts  about  this  matter? 

2.  Have  I all  the  facts  I need? 

3.  Is  there  another  side  to  the  question  that  I have  not  considered  ? 

4.  Are  the  facts  I have  read  or  been  told  probably  reliable?  Can 
I depend  on  them  as  being  true? 

5.  Is  there  reason  to  believe  that  the  people  who  gave  the  facts 
are  prejudiced? 

6.  Which  side  of  the  question  is  supported  by  the  most  important 
facts  ? 

In  your  work  in  the  social  studies  you  will  also  have  frequent 
opportunity  to  practice  writing  and  speaking  off-hand  about  different 
questions.  When  you  really  know  facts  about  a matter  that  the  class 
is  discussing,  you  should  volunteer  to  answer;  stand  up  and  tell  your 
ideas  in  as  orderly  a way  as  you  can.  We  want  to  have  a great  deal 
of  discussion  and  “class  debate,’ ’ for  in  these  lessons  there  are  many 
lessons  that  have  several  sides  to  them  and  should  be  debated.  Each 
day  also  you  are  expected  to  take  notes  on  the  important  points  that 
have  been  brought  up  in  the  lesson.  Later  we  will  give  you  some  sug- 
gestions for  note-taking. 

We  hope  you  will  become  interested  and  want  to  read  books  and 
magazines  that  tell  more  about  the  things  we  take  up  in  these  lessons. 
You  will  find  additional  reading  suggested  at  the  end  of  this  pamphlet, 
and  your  teacher  will  help  you  select  the  best  things  to  read. 

Work  out  the  answers  to  all  the  questions  asked  in  the  exercises 
and  in  other  parts  of  the  lessons.  Among  the  things  that  will  interest 
you  most  in  the  pamphlets  are  the  true  stories  that  are  given.  You 
must  be  sure  with  each  one  that  you  know  the  important  point,  it. 


VI 


AMERICA  AND  HER  IMMIGRANTS 


illustrates.  Every  map  and  graph  and  picture  also  means  something, 
and  you  must  be  sure  that  you  understand  these,  too.  Study  them 
carefully  as  you  go  along. 

Your  Note-book. 

We  suggest  a loose-leaf  note-book,  large  enough  to  take  note-paper, 
size  8-J  by  11  inches.  Use  the  note-book  for  writing  down  your  assign- 
ments, for  jotting  down  important  points  that  are  brought  out  in  class 
discussions,  and  for  summaries  of  lessons. 

A short  summary  is  to  be  made  of  each  lesson.  It  should  be  dated 
and  handed  in  to  the  teacher  for  approval.  It  is  important  to  keep 
these  summaries  in  the  right  order,  according  to  dates — September  10, 
September  11,  September  12,  etc.  The  summary  should  be  brief  and 
definite;  it  should  contain  the  important  facts  of  the  lesson.  Keep 
all  notes  on  paper  of  one  size. 

Assignments. 

Reserve  a special  place  in  your  note-book  for  assignments,  and  keep 
them  in  the  order  in  which  they  are  given.  If  you  miss  a day,  leave  a 
place  for  the  assignment,  and  put  it  in  the  next  day.  Write  down 
the  assignment  exactly,  with  all  directions  as  to  what  to  do,  things  to 
look  up,  and  questions.  Date  each  one,  giving  the  day  of  the  month — 
September  10,  September  11,  September  12,  etc.  If  you  are  absent,  be 
sure  to  find  out  the  assignment  you  miss,  and  make  it  up  in  a manner 
approved  by  your  teacher. 

How  to  Use  These  Pamphlets. 

Suggestions  for  Class  Preparation. 

1.  Read  the  lesson  through  rapidly,  not  stopping  to  think  out 
the  answers  to  the  questions.  This  first  view  will  enable  you  to  see 
what  the  lesson  is  about. 

2.  Read  the  lesson  through  again,  this  time  carefully,  working 
out  all  the  exercises  and  answering  all  the  questions.  Study  each 
figure,  whether  it  be  map,  chart,  graph,  or  picture,  and  answer  all  the 
test  questions  that  are  asked. 

3.  Put  your  pamphlet  out  of  sight.  Try  to  recall  the  important 
facts  discussed  in  the  lesson. 

4.  Open  your  pamphlet  to  the  lesson  again,  and  glance  over  it 
rapidly.  See  how  many  of  the  important  points  you  forgot. 

5.  Repeat  Nos.  3 and  4 until  you  are  sure  you  have  all  the 
important  facts  in  mind. 

6.  Place  in  a special  section  in  your  note-book,  separate  from  the 
section  in  which  you  take  your  class  notes : 

a.  Any  questions  you  want  to  ask. 


FOREWORD  TO  THE  PUPIL 


vii 


b.  Any  points  that  are  not  clear  to  you. 

. — — c.  Additional  illustrations  of  the  lesson  that  you  are  able  to  find. 
— d.  Your  summaries  and  outlines. 

7.  Read  over  the  summary  that  you  have  made  in  your  note-book 
as  a brief  review  of  the  lesson  just  before  the  class  begins. 

Directions  Concerning  Class  Discussion. 

1.  Always  have  your  note-book  at  the  class  recitation. 

2.  At  the  beginning  of  class  each  day,  place  on  the  teacher’s  desk 
any  outline,  graph,  map,  or  summary  that  your  lesson  for  that  day’s 
work  directs  you  to  have  ready.  Such  exercises  of  the  previous  day 
will  be  returned  to  you.  Keep  these  all  together  in  the  order  in 
which  you  do  them. 

3.  Be  prepared  to  do  from  the  notes  you  have  made,  any  black- 
board work — maps,  charts,  or  outlines — that  is  called  for. 

4.  Be  ready  to  summarize  any  part  of  the  work,  either  in  review 
or  the  lesson  for  the  day. 

5.  Make  sure  that  questions  and  exercises  that  you  do  not  clearly 
understand  are  explained  in  class. 

6.  You  should  be  always  ready  to  take  a test  on  work  that  has 
been  completed. 

How  to  Review. 

1.  Frequent  review  is  essential  to  an  understanding  of  the  mate- 
rial in  the  pamphlet.  You  cannot  expect  to  remember  all  of  the  facts 
and  conclusions  you  learn  day  by  day.  You  must  therefore  make  a 
practice  of  selecting  the  important  facts  and  conclusions  of  each  day’s 
lesson  and  making  summaries  of  them.  Ask  yourself  such  questions 
as  these: 

a.  What  important  fact  does  this  lesson  bring  out  ? 

b.  How  is  it  related  to  previous  lessons? 

c.  What  conclusions  are  to  be  drawn  from  this  page,  or  from 

this  lesson  ? 

d.  What  problem  grows  out  of  the  facts  of  this  lesson? 

2.  Read  over  your  summary  of  the  previous  day’s  work  before 
beginning  to  study  the  new  lesson.  Once  a week  review  the  principal 
facts  and  conclusions  of  the  week’s  work. 

3.  Tests  covering  each  pamphlet  will  be  sent  to  the  teachers  to  be 
given  to  the  pupils  at  the  completion  of  the  pamphlet,  and  also  a test 
to  cover  the  entire  term’s  work.  Use  these  directions  for  studying  and 
for  reviewing  the  entire  course  to  make  sure  that  you  have  mastered 
the  important  material. 


Vlll 


AMERICA  AND  HER  IMMIGRANTS 


Summary  Chart  of  the  Course. 

One  of  the  important  steps  in  the  year’s  work  is  for  each  pupil 
to  make  a large  chart  on  which  the  important  facts  of  each  pamphlet 
may  be  summarized.  This  chart  is  to  be  begun  as  soon  as  one  pamphlet 
is  finished.  Large  manila  sheets  24  x 36  inches  may  well  be  used.  Each 
sheet  is  to  be  divided  into  six  columns  of  equal  width,  and  in  each 
column  the  pupil  writes  the  principal  points  of  each  pamphlet.  At  the 
close  of  the  year,  and  of  the  last  pamphlet,  the  chart  should  show  all 
the  very  important  facts  and  conclusions  that  you  have  covered  in  the 
seventh  grade.  The  pamphlets  will  be  on  the  following  subjects: 
Immigration;  Conservation  of  Natural  Resources;  American  Indus- 
tries and  Business;  Education  and  Our  Schools;  The  American  City; 
The  Culture  of  Our  People  and  Those  of  Other  Lands;  The  American 


FOREWORD  TO  COOPERATING  TEACHERS 


THE  RECONSTRUCTION  OF  THE  CURRICULUM  IN  GEOGRAPHY- 

HISTORY— CIVICS 

NEW  FEATURES  IN  CURRICULUM  MATERIALS 

You  will  notice,  as  you  study  the  materials  of  these  pamphlets, 
certain  new  features  of  curriculum  construction.  These  will  be  dis- 
cussed in  a series  of  articles  during  1922-23  and  will  be  treated  more 
fully  in  the  social  science  monographs.  Briefly  noted  they  are : 

First:  We  are  attempting  to  determine  by  scientific  methods  what 
ought  to  be  taught  to  junior  high  school  pupils  in  geography,  history 
and  civics.  We  believe  that  curriculum  materials  in  the  social  sciences 
can  be  and  ought  to  be  validated ; so  we  are  endeavoring  to  substitute 
for  the  present  a priori  opinion  of  individual  text-book  makers  careful 
objective  analyses  of  what  should  be  taught.  Our  curriculum  as  it 
appears  in  these  pamphlets  is  based  upon  a list  of  some  300  problems 
and  issues  of  contemporary  life.  The  present  statement  of  these  prob- 
lems has  been  prepared  from  the  careful  reading  and  tabulation  of 
some  150  books  which  deal  with  contemporary  and  historical  matters 
in  the  fields  of  immigration  and  population,  industry  and  economics, 
government,  community  and  national  life  and  world  affairs.  The  pres- 
ent list  of  problems  has  been  written  and  revised  several  times. 

The  scientific  studies  underlying  our  curriculum  will  be  reported 
in  a separate  series  of  social  science  monographs.  The  first  will  appear 
some  time  in  1923.  Teachers  may  rest  assured  that  the  content  of 
the  course  in  its  permanent  form  will  be  carefully  validated.  In  the 
meantime  practically  all  of  the  topics  of  this  experimental  edition  have 
been  included  in  the  course  because  they  are  demanded  by  our  investi- 
gations. Their  inclusion  or  rejection  is  but  little  determined  by  our 
judgment.  This  method  of  curriculum  making  has  resulted  in  the 
inclusion  of  a wealth  of  material  which  has  not  previously  been  taught 
to  pupils  in  public  school  courses.  Yet  the  mastery  of  this  material 
is  necessary  if  our  youth  are  to  help  America  solve  intelligently  her 
crucial  problems  of  assimilation  of  diverse  peoples. 

Second:  A wealth  of  reading  material  is  employed  which  deals 
largely  with  rich  human  episodes.  This  is  in  distinction  from  the 
present  practice  of  making  school  books  mere  compilations  of  brief 
“texts.”  We  hope  that  the  episode — the  true  story — will  become  a 
definitely  accepted  vehicle  of  instruction  in  our  intermediate  and  high 
schools  as  well  as  in  the  primary  school. 

Third:  Needed  facts — minimum  essentials — are  taught  in  two 

ways — first,  by  incorporating  the  facts  into  the  body  of  a story  (fre- 
quently a long  original  story)  to  secure  the  impressive,  effect  of  an 


X 


AMERICA  AND  HER  IMMIGRANTS 


“interest  drive”;  second,  through  definite,  concise,  orderly  testing  and 
drill  exercises.  You  will  notice  the  way  in  which  the  principles  of 
contemporary  dynamic  psychology  are  applied,  for  example,  in  the 
economical  and  systematic  “place  location”  drills. 

Fourth:  Historical  backgrounds  are  taught  by  means  of  sharp 
contrasts  between  what  life  is  today  and  what  it  was  at  some  partic- 
ular time  in  the  past.  That  is  the  hypothesis  on  which  we  wish  to 
experiment  next  year.  Of  course  historical  perspectives  are  to  be 
taught  chronologically ; common  sense  demands  sequence.  We  believe 
that  the  issue  over  the  teaching  of  historical  sequence  is  not  the 
“chronological  vs.  the  psychological”  as  it  has  so  frequently  been 
stated.  The  issue  is':  How  much  of  the  detail  is  to  be  given  at  any 
one  time.  We  believe  very  little  filling  in  should  be  done  in  the  lower 
grades  between  tfie  periods  which  are  sharply  contrasted  with  the 
present.  Make  history  move  rapidly  in  the  lower  grades,  somewhat 
more  slowly  (that  is,  filling  in  more  of  the  gaps)  in  the  high  school — 
is  our  principle.  You  will  find  scores  of  illustrations  of  the  use  of 
this  hypothesis  in  these  pamphlets. 

Fifth:  We  are  attempting  to  supply  a real  need  by  constructing 
a continuous  curriculum — each  year  reasonably  complete  in  itself,  yet 
growing  gradually  and  naturally  into  succeeding  ones.  Eventually  we 
hope  to  propose  to  public  schools  a completely  graded  curriculum  from 
the  primary  grades  through  the  high  school.  At  the  present  time  we 
are  experimenting  only  with  a continuous  course  for  the  seventh, 
eighth  and  ninth  school  grades.  During  the  school  year  1922-23  many 
of  the  same  materials  will  be  taught  in  three  successive  grades.  Results 
will  be  tested  so  that  sound  evidence  should  be  at  hand  to  help  deter- 
mine the  proper  grading  of  social  science  material.  At  the  present  time 
materials  have  been  graded  as  a result  of  our  two  years  of  trial  of  them 
in  three  grades  in  the  Lincoln  School  of  Teachers  College.  The  present 
organization  is,  frankly,  very  tentative  and  we  want  your  searching 
criticism  of  grade  placement  and  teaching  organization. 

Sixth:  Activities  for  the  pupils,  exercises  and  questions  are  dis- 
tributed through  the  body  of  the  lessons  at  the  place  where  we  are 
reasonably  sure  the  pupil  will  have  a felt  need  for  them;  not  at  the 
end,  where  they  will  be  ignored  or  not  used  at  proper  times.  Our 
principal  endeavor  has  been  to  set  questions  and  activities  in  such  a 
form  as  to  compel  pupils  to  form  conclusions  from  situations  which 
have  been  presented  to  them  in  great  detail.  Study  how  this  is  done 
in  the  cases  where  we  have  the  pupils  read  several  episodes  at  one 
sitting,  following  this  by  a series  of  thought  questions.  To  answer 
these  the  pupil  will  be  forced  to  deliberate.  We  have  also  employed 
two  economical  types  of  test,  now  fast  coming  into  use:  “selecting 
best  reasons”  and  the  “completion  exercise.”  These  will  stimulate 


FOREWORD  TO  COOPERATING  TEACHERS 


XI 


pupils  to  draw  conclusions  from  the  study  of  important  facts  and 
principles. 

Seventh:  Every  effort  has  been  made  to  present  ideas  graphically. 
It  is  effective  and  it  is  economical.  Study  carefully  how  the  graphs 
and  charts  bring  out  important  causal  relations.  Furthermore,  the 
data  of  a given  problem  should  be  presented  on  the  graph.  We  are 
trying  to  do  that  in  these  pamphlets. 

In  addition  to  the  foregoing  principles,  we  believe  the  class  work 
shall  be  frequently  initiated  by,  and  organized  about,  pupils’  activities 
— excursions  and  surveys  of  the  community,  independent  reading  and 
report,  debating,  use  of  school  organizations,  use  of  pupils’  activities 
in  other  school  subjects,  etc.  Through  your  use  of  this  experimental 
edition,  we  hope  to  obtain  suggestions  of  how  such  activities  may  best 
be  included  and  organized  into  the  body  of  the  material. 

Throughout  the  year’s  work  the  class  should  be  kept  keenly  aware 
of  the  supplementary  and  illustrative  material  which  can  be  found  in 
current  magazines  and  newspapers.  Opportunity  should  be  given 
frequently  for  individual  pupils  to  make  reports  to  the  class  on  the 
reading  of  such  material. 

If  possible  secure  the  cooperation  of  the  English  department  in 
stimulating  pupils  to  read  books  in  the  supplementary  reading  lists  or 
other  books  in  the  field  with  which  you  or  your  colleagues  are  familiar. 
Lack  of  space  prevents  us  from  printing  much  material  from  these 
books  that  is  important,  interesting  and  suitable  for  pupils  in  the 
junior  high  schools. 

Your  cooperation  in  following  up  the  study  helps  is  earnestly 
solicited.  Our  experience  demonstrates  their  value. 

We  would  also  suggest  that  you  provide  yourself  with  copies  of 
the  pamphlets  for  the  other  two  junior  high  school  grades.  Each 
pamphlet  will  constantly  refer  to  the  lessons  designed  for  the  other 
two  grades.  It  will  increase  the  effectiveness  of  your  work  to  have 
your  school  library  supplied  with  copies  of  these  other  pamphhlets, 
so  that  you  can  send  pupils  to  them  for  reports  and  supplementary 
reading. 

HOW  THE  PAMPHLETS  MAY  BE  USED. 

These  pamphlets  may  be  used  in  several  ways.  First:  we  need 
many  teachers  to  cooperate  with  us  rather  closely,  so  that  we  may 
revise  each  pamphlet  in  accordance  with  the  suggestions  they  make 
after  having  taught  the  material  to  their  pupils.  If  you  are  willing 
to  help  us  in  this  way  we  will  send  you  at  intervals  a question-blank 
in  which  we  will  ask  specific  questions  about  each  unit  of  material.  If 
you  will  answer  these  and  return  the  blanks  to  us  it  will  aid  us  very 
much. 

You  can  help  us  most,  however,  by  making  notes  on  an  extra  copy 
of  the  pamphlet  you  are  teaching.  We  have  sent  each  cooperating 


AMERICA  AND  HER  IMMIGRANTS 


xii 

school  one  extra  copy  to  be  used  in  this  way.  What  we  need  most  is  a 
detailed  criticism  of  the  content  and  organization  of  the  pamphlets. 
The  easiest  way  for  you  to  give  these  criticisms,  we  think,  would  be 
to  write  them  on  the  margins  of  the  pamphlets  or  on  attached  pages. 
If  you  can  do  this  we  shall  appreciate  it  very  much  indeed. 

Second:  If  you  and  your  colleagues  wish  to  experiment  with  the 
material  yourselves  we  are  glad  to  help  you.  For  example,  it  would  be 
an  interesting  experiment  to  teach  the  course  set  forth  in  these  pamph- 
lets in  one  or  more  classes  in  your  school  system  and  to  teach  the  con- 
ventional geography  and  history  course  in  other  classes,  both  classes 
to  be  taught  under  carefully  controlled  conditions.  We  will  be  glad 
to  furnish  without  charge  tests  of  socially-worthwhile  geography,  his- 
tory and  civics.  With  these  tests  you  can  compare  the  two  types  of 
course. 

Third:  If  conditions  are  such  that  you  cannot  depart  from  the 
regular  geography  and  history  course  these  pamphlets  may  be  used 
as  supplementary  readings.  They  will  be  supplied  for  this  purpose 
only  when  cooperators  expressly  agree  to  give  us  criticisms  of  the 
materials. 

Finally,  it  is  our  hope  that,  no  matter  which  method  you  wish  to 
follow,  you  will  write  us  frequently  making  criticism  of  the  materials 
and  suggestions  for  their  improvement.  The  pamphlets  are  sold  at 
cost  and  are  sent  only  to  teachers  and  administrators  who  will  give  us 
the  benefit  of  their  criticism. 


I.  WHAT  IS  AN  AMERICAN  ? 

Can  you  tell  an  American  by  his  appearance  f 


These  people  are  called  Americans.  Two  of  them  were  born 
in  Europe ; one  of  them  was  born  of  Polish  parents  in  this 
country.  The  forefathers  of  the  other  two  came  to  America 
over  a hundred  years  ago.  They  are  all  Americans  now. 
They  work  together ; they  go  to  the  same  theatres  and 
amusement  parks;  they  live  in  much  the  same  way. 
Their  children  go  to  school  together  and  play  together. 

(These  pictures  by  Lewis  W.  Hine,  from  Orth:  “Our  Foreigners,"  by 
permission  of  Vale  University  Press.) 


2 


AMERICA  AND  HER  IMMIGRANTS 


One  of  these  men  was  born  of  Slavic  parents,  one  of  Italian,  one 
of  American,  one  of  Polish,  and  one  of  English  parents.  Can  you  tell 
from  the  pictures  which  of  these  was  born  of  American  parents  ? The 
answer  is  given  in  the  footnote  on  page  2.  Compare  your  answer 
with  it. 


One  day  some  people  walking  in  the  Italian  quarter  of  New  York 
City  overheard  a quarrel  going  on  inside  one  of  the  houses.  They 
stopped  a moment  to  listen.  A woman  was  scolding  a little  boy,  and 
a man,  probably  the  father,  was  taking  the  child's  part. 

They  heard  the  mother  say  in  very  strong  Tuscan : 

“You  shall  speak  Italian  and  nothing  else,  if  I beat  you;  for 
what  will  your  grandmother  say  when  you  go  back  to  the  old  country, 
if  you  talk  this  pig  ’s  English  ? ’ ’ 

“Aw  gwan!  Youse  tink  I’m  goin’  to  talk  dago  ’n  be  called  a 
guinea ! Not  on  your  life.  I ’m  ’n  American,  I am,  and  I want  you  to 
understand  it.” 

The  mother  evidently  understood  well  enough,  for  she  poured 
forth  a torrent  of  Italian  full  of  strange,  misplaced  American  oaths. 
Then  the  father  ended  matters  by  saying  in  mixed  Italian  and  English : 

“Keep  still,  both  of  you.  I wish  I spoke  English  like  the  chil- 
dren do.”* 


What  do  you  think?  Is  the  boy  an  American?  Evidently  he 
thinks  he  is.  The  father  wants  to  be  known  as  an  American,  too,  and 
is  ashamed  of  his  broken  and  imperfect  English. 

What  are  the  ways  you  can  tell  that  a person  is  American? 

What  are  some  of  the  differences  between  an  American  and  an 
Englishman,  Frenchman,  Scandinavian,  German,  Slav? 

Do  you  think  the  differences  are  in  the  shape  of  the  face,  the  color 
of  the  hair  and  eyes?  Or  are  the  differences  in  their  clothing?  Do 
we  know  that  they  are  not  native  Americans,  by  their  curious  fashions 
that  so  often  appear  quite  outlandish  to  us?  Is  it  their  customs,  per- 
haps,— what  they  eat,  the  kinds  of  work  they  do,  the  way  they  spend 
their  holidays,  the  way  they  amuse  themselves?  Is  it  in  the  rude 
thatch  huts  in  which  the  peasants  and  cottagers  live,  in  sharp  con- 
trast to  our  wooden  and  brick  buildings,  that  we  see  the  differences? 
What  about  the  language  they  use?  Do  some  of  their  phrases  mark 
them  as  of  foreign  birth?  What  about  the  heroes  they  look  up  to, 

•Adapted  from  Brandenburg,  B. : “Imported  Americans,”  pp.  19-20. 

Of  the  pictures  on  page  1,  No.  1 was  born  of  English  parents;  No  2 of 
Italian;  No.  3 of  American;  No.  4 of  Slovak;  No.  5 of  Polish  parents.  Did  you 
guess  them  correctly? 


WHAT  IS  AN  AMERICAN? 


3 


and  the  poetry  they  love?  Just  what  are  the  differences  between  peo- 
ple who  are  born  here,  those  whose  parents  are  born  here,  and  those 
who  come  from  other  lands  ? What  are  the  likenesses  ? This  is  one  of 
the  first  subjects  we  are  going  to  take  up  in  the  geography-history 
class. 

FIFTEEN  MILLION  “AMERICANS”  OF  TODAY  WERE  NOT 
BORN  IN  AMERICA. 

America  is  unlike  every  old-world  country  in  one  respect:  it  is 
peopled  by  millions  of  inhabitants  of  more  than  a score  of  nationalities 
and  races.  In  this  same  respect  it  is  probably  unlike  what  any  other 
country  has  been  at  any  time  in  the  entire  history  of  the  world.  Some 
of  the  newer  countries,  Brazil,  Argentina  and  Australia,  resemble 
America  in  being  composed  of  many  nationalities. 

Fig.  1 tells  the  story  in  an  interesting  wTay. 


(Literary  Digest,  May  7,  1921.) 

Fig.  1 


What  conclusions  do  you  draw  from  this  picture? 

What  does  the  height  of  each  man  tell? 

From  what  country  have  the  largest  number  of  our  foreign-born 
come? 

W'HAT  DO  YOU  WISH  TO  KNOW  ABOUT  OUR  “FOREIGN- 
BORN”: — WHY  SO  MANY  COME  TO  AMERICA? 

What  does  the  picture  make  you  curious  about?  Does  it  make 
you  wonder  why  five  million  Slavs  live  here  instead  of  in  Europe? 
One  and  a half  million  Germans  ? A million  and  a half  Italians  ? 

Can  there  be  something  about  the  way  they  live  in  Italy,  or  in 
Poland,  or  in  Russia,  that  causes  the  European  peasant  to  uproot  all 
his  home  ties  and  to  bring  his  family  over  here  to  a strange  land, 
thousands  of  miles  away? 

Do  they  earn  as  much  money  as  we  do?  Do  they  have  enough  to 
eat?  Have  they  comfortable  houses  to  live  in?  Perhaps  their  gov- 
ernments are  harsh  to  them — it  may  be  there  is  not  as  much  freedom 
as  here.  (For  in  many  countries  they  still  have  kings  and  emperors 


4 


AMERICA  AND  HER  IMMIGRANTS 


and  petty  princes  and  stern  rulers  governing  the  people.  Did  you 
know  that?)  Perhaps  they  come  here  because  America  is  not  con- 
stantly fighting  terrible  wars,  as  European  countries  are.  Do  you 
suppose  some  of  them  come  because  they  want  to  avoid  spending 
several  of  their  best  years  in  the  army?  Perhaps  what  they  have 
heard  about  America  from  relatives  and  friends  who  were  already 
here  has  made  them  want  to  come. 

These  reasons  have  all  been  suggested  to  explain  the  coming  of 
hordes  of  Anglo-Saxons,  Scandinavians,  Italians,  Germans,  Poles, 
Slavs,  Russians,  and  other  nationalities. 

Here  is  a story  which  tells  what  two  travelers  actually  saw  on  a 
trip  to  Italy  and  back,  about  twenty  years  ago.  It  helps  us  to  under- 
stand our  immigrant  peoples,  for,  although  it  is  about  the  Italians 
chiefly,  the  life  and  conditions  it  describes  are  fairly  typical  of  most 
of  the  southern  and  eastern  Europeans ; and  their  reasons  for  wanting 
to  come  to  America  are  the  same. 

You  will  be  given  about  thirty  minutes  to  read  the  story.  As  you 
read,  try  to  keep  in  mind  the  following  questions  so  that  you  will  be 
able  to  answer  them  when  you  have  finished.  The  answers  can  be 
found  in  the  story. 

To  the  Teacher:  It  would  be  best  to 
have  the  pupils  read  the  entire  story  at 
one  sitting.  There  probably  will  be  in- 
sufficient time  to  do  this  at  the  second 
class  exercise.  We  suggest  that  you  let 
each  pupil  read  as  far  as  he  can  in  class 
and  assign  as  home-work  for  the  next  ex^ 
ercise  the  reading  of  the  remainder  of  the 
story.  At  the  next  class  exercise  discuss 
the  story,  using  such  general  questions  as 
those  given  herewith.  DO  NOT  EXPECT 
DETAILS  IN  THE  ANSWERS.  The 
story  has  been  written  to  give  the  children 
a broad  view  of  the  whole  immigration 
problem.  The  episodes  which  come  later, 
cover  the  various  aspects  more  fully.  In 
addition  to  a general  feeling  for  the  sub- 
ject of  immigration,  it  supplies  part  of 
the  basic  geography  work  for  the  seventh 
grade. 

QUESTIONS  THAT  THE  NEXT  STORY  HELPS  TO  ANSWER.  WHEN  YOU 
HAVE  FINISHED  READING  IT,  WRITE  THE  ANSWERS  IN 
YOUR  NOTE -BOOK. 

1.  Give  five  reasons  why  Italians  come  to  America  to  live.  Which 
do  you  think  is  the  reason  that  the  greatest  number  come? 

2.  Do  you  think  these  Italians  will  make  good  Americans  ? Why  ? 

3.  What  are  the  important  differences  between  the  way  Italians 
live  and  the  way  native  Americans  live  ? 


WHAT  IS  AN  AMERICAN? 


5 


4.  If  you  had  control  over  immigrant  steamship  lines,  what 
changes  would  you  make  in  the  1 ‘ steerage  ” ? 

5.  What  does  the  Italian  government  think  about  thousands  of 
its  people  coming  to  America?  What  should  it  do  to  insure  better 
treatment  on  the  way,  of  those  who  come? 

6.  Do  you  feel  that  the  Italians  who  come  over  here  will  become 
a real  part  of  America?  Are  there  things  that  they  can  teach  us  as 
well  as  things  that  we  can  teach  them?  Explain  your  answer. 


II.  HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


One  morning  when  I was  out  in  the  garden  of  a big  estate  where 
I was  spending  the  summer,  one  of  the  numerous  workmen  about  the 
place,  an  Italian  who  was  trimming  the  hedge  nearby,  ventured 
timidly  to  ask  if  I would  like  some  flowers  before  he  sprinkled  them. 
He  was  so  gracious  and  smiling,  so  shy  and  foreign,  that  I asked  him 
a question  or  two,  and  then  to  encourage  him  to  talk  I told  him  my 
friend  was  writing  a book  in  which  there  was  an  Italian  character. 
He  was  greatly  interested,  and  wanted  to  know  if  I “like  Italian.” 
A slim  little  fellow  he  was,  as  limber  and  light-footed  as  though  he 
had  neither  bones  nor  weight ; his  soft  blue  shirt  was  open  at  the  neck 
and  his  sleeves  rolled  to  the  elbow.  He  wore  khaki-colored  trousers 
that  were  puckered  into  a waistline  by  a leather  belt,  and  his  bright 
eyes  and  lively  gestures  seemed  to  say  as  much  as  his  voice.  He  had 
been  in  this  country  a little  over  six  years,  he  said,  and  was  going 
back  in  September  for  his  father,  mother,  brothers,  and  sisters.  “I 
might  get  married,  too,”  he  confided  in  his  broken  way,  “but  I doan 
know.  I had  nice  girl  in  Italie  who  I luv  mootch,  but  after  I came 
way  dis  countree  she  marry  somebody  else  who  treat  her  bad,  and  she 
not  wait  for  me  like  I tole  her.  But  I luv  her  and  I might  bring  her 
here  because  man  gone  away.”  When  he  found  he  had  a listener  he 
became  eager  to  talk,  and  said  the  story  of  his  life  would  make  a fine 
book.  He  told  me  that  he  had  a father,  a mother,  four  brothers,  and 
two  sisters  in  Italy,  and  a brother  also  in  America  but  he  didn’t  know 
where.  He  “look  for  him  all  time,”  he  said,  but  “never  find  him 
since  we  get  separated  at  Ellis  Island.  ’ ’ 

I saw  at  once  that  the  little  man  was  exactly  the  person  I had 
been  looking  for,  and  without  letting  him  know  how  excited  I was 
over  making  his  acquaintance,  I hurried  into  the  house  and  called 
upstairs  to  anyone  who  might  be  there,  that  I had  found  my  companion 
for  Italy ! 

“What,”  cried  my  mother,  “not  the  little  fellow  I just  saw  you 
talking  to  doAvn  in  the  garden ! ’ ’ 

“Yes,  yes,”  I said,  “he’s  going  back  for  his  family,  a large  one, 
this  summer,  and  I’m  going  too  and  travel  back  with  them  as  an 
Italian  immigrant.” 

“Splendid,”  came  my  sister’s  voice.  “I’ve  been  watching  that 
little  chap ; his  name  is  Carlo.  He ’s  the  best  worker  of  the  lot,  and 
very  well-mannered.” 

‘ ‘ Oh,  but  you  cannot  think  of  traveling  steerage ; that  is  impos- 
sible, my  dear,  and  you  must  get  it  out  of  your  head  at  once.” 
Mother  was  hastening  downstairs  in  great  anxiety. 

“Just  the  thing!”  called  my  brother  from  below.  “I’ll  lend  you 
a red  bandanna  to  wear  on  your  head  when  you’re  going  by  the 


HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


7 


embarkation  office.  But  be  sure  to  bring  it  back  safely  so  I can 
show  my  children  what  their  aunt  wore  when  she  came  over  from  the 
old  country.” 

“ Don’t  encourage  her  so,  Rob,”  put  in  my  sister  as  she  joined 
the  assembling  family. 

Poor  mother  could  find  no  amusement  in  the  idea,  for  she  knew  I 
was  serious  in  my  plan,  and  that  what  I had  been  waiting  for  was 
just  such  an  opportunity  as  now  offered.  To  think  of  a passage 
across  the  ocean  in  steerage  was  nothing  less  than  horrifying  to  her. 

A few  days  later  my  mother  and  I went  in  to  the  Grand  Central 
Station  in  New  York  to  meet  my  father,  who  was  returning  from  a 
short  Western  trip.  Like  most  elderly  people,  my  mother  always 
wanted  to  start  for  places  “plenty  early,”  so  we  arrived  at  the  sta- 
tion fully  a half  hour  before  the  train  was  due.  While  we  were  walk- 
ing around  to  pass  the  time,  a gate  near  us  was  suddenly  thrown  open 
for  a crowd  to  come  through.  It  was  headed  by  a short,  fat,  pros- 
perous-seeming man,  speaking  Italian  in  one  sentence  and  English  in 
the  next  so  fast  and  so  loud  that  his  words  nearly  toppled  over  each 
other;  and  he  swung  his  fat-headed  umbrella  as  though  he  were  lead- 
ing Sousa’s  band.  Instead  of  an  orderly  file  of  brass-buttoned  bri- 
gaders  which  one  might  reasonably  have  expected  from  his  haughty 
air,  the  little  company  which  followed  him  were  thirty  haggard  and 
forlorn  immigrants  just  arrived  from  Europe,  with  heavy  luggage 
heaped  upon  their  backs,  and  large  awkward  bundles  half  dragging 
along  the  floor  with  their  feet.  Their  faces  were  tired  and  drawn, 
their  eyes  dull  and  unseeing;  even  the  children  looked  cheerless.  In 
the  most  dejected  way,  they  trundled  through  the  gate  after  their 
leader,  while  an  officer  in  rough  manner  counted  them  off,  tagged 
them,  and  passed  them  through  to  a second  gate  to  board  another 
train. 

My  mother  was  much  affected  by  the  sight.  “Poor  tired  things,” 
she  said,  “you’d  think  they  were  some  sort  of  animals  with  that 
ugly  person  for  a swineherd.  I expect  they  were  sorry  they  started 
before  they  ever  got  this  far.” 

“But  they’ll  get  over  their  tiredness,  mother,”  I said,  “and  just 
think  of  the  opportunities  they’ll  have  here  that  they  would  never 
have  in  their  own  country ! Some  of  them  will  probably  be  what  they 
call  rich  in  a short  time,  and  perhaps  some  of  them  even  wThat  we 
call  rich.” 

“They  can  be  contented  and  happy  on  much  less  than  we  can,” 
agreed  my  mother,  “and  I don’t  know  what  we’d  do  without  them  to 
clean  our  streets  and  work  in  the  roads.  But  they  were  so  doleful 
looking  and  old  that  they  wouldn’t  be  able  to  get  work  like  the  others.” 

“That’s  the  way  they  all  look  when  they  come,  madam,”  put  in  a 
pleasant  guard  who  wanted  to  pass. 


8 


AMERICA  AND  HER  IMMIGRANTS 


It  was  time  to  meet  my  father,  and  the  conductor  allowed  us  to 
pass  through  to  the  train,  which  was  due  on  the  track  next  the  immi- 
grant train.  We  stepped  up  for  a last  glimpse  of  the  newcomers. 
They  and  their  luggage  were  huddled  up  together  in  the  car,  grouped 
according  to  the  towns  for  which  their  big  yellow  tags  read;  and 
some  of  them  were  already  half  asleep.  My  father  heard  about  the 
immigrants  all  the  way  home,  for  mother  had  suddenly  taken  a great 
interest  in  them.  The  steerage  had  lost  none  of  its  horrors  for  her — 
she  had  once  visited  it  on  a voyage  to  Europe,  and  viewed  it  as  one 
views  the  animals  in  a cage  at  the  Zoo — but  I noticed  that  she  seemed 
more  willing  that  I should  go  to  Italy  as  she  told  father  about  Carlo. 
She  was  sure,  she  told  him  confidently,  that  I could  get  all  the  infor- 
mation I needed  and  see  enough  of  the  way  the  steerage-ers  travelled 
from  the  cabin  deck.  Father  agreed. 

Carlo’s  eyes  danced  and  sparkled  when  I told  him  of  the  plan  and 
invited  him  up  to  the  house  one  evening  to  talk  it  over.  He  could  not 
believe  that  he  understood  me  right  until  I had  explained  it  to  him 
several  times.  When  he  came  to  the  door  I scarcely  recognized  him, 
for  he  was  brushed  and  shined  from  head  to  toe.  He  was  so  polite 
and  gentlemanly,  so  clean  and  bright-eyed  that  he  charmed  us  all. 
My  brother  was  persuaded  to  accompany  us,  and  it  was  arranged  that 
Carlo  should  go  in  the  steerage  as  he  had  come,  meet  us  at  Naples,  and 
all  go  together  in  a somewhat  round-about  way  to  his  home  in  a little 
mountain  village  of  Sicily. 

We  sailed  the  middle  of  August  on  a ship  called  the  Lahn.  It 
took  us  twelve  days  to  cross  to  Naples  from  New  York,  and  the 
weather  was  fine  for  the  whole  trip.  Twice  on  the  way  we  caught 
sight  of  Carlo,  once  to  talk  to  him  for  a very  few  minutes. 

Late  in  the  morning  of  the  twelfth  day  we  could  see  the  shores  of 
Italy.  How  thrilling  it  is,  that  sense  of  being  so  far  away  from  your 
own  country  as  almost  to  touch  another!  The  new  land  is  a sort  of 
refuge  from  the  great  gap  between.  Yet  so  unknown,  so  strange  and 
uncertain,  so  new  and  full  of  possibilities ; ‘ ‘ a great  adventure  ’ ’ seems 
to  be  its  unspoken  greeting  or  warning.  How  lively  the  imagination 
becomes!  The  new  country  may  be  beautiful;  it  is  sure  to  be  inter- 
esting. We  grow  nearer,  and  see  trees  and  buildings;  they  at  least  are 
familiar,  and  good  to  see.  We  are  all  the  while  getting  closer,  out- 
lines are  filling  in,  colors  becoming  more  vivid,  and  the  Lahn  is 
actually  edging  in  beside  the  naval  sea  wall  of  the  beautiful  city  of 
Naples.  There  is  a general  hurry  and  flurry  all  about,  baggage  being 
gotten  together  in  one  part  of  the  ship;  the  sailors  or  “gobs,”  as 
they  call  them,  running  to  their  posts;  the  anchor  is  thrown. 

Almost  before  we  knew  it,  we  had  crossed  the  gangway  into  the 
tender,  with  just  time  to  get  a glimpse  of  Carlo  and  exchange  signals 
with  him. 


HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


9 


As  the  tender  steamed  off  we  could  get  a fine  view  of  the  ship. 
It  was  surrounded  by  bumboat-men  selling  the  sweet  fruits  of  Italy 
to  the  home-comers,  who  bought  as  though  they  were  hungering  and 
thirsting  for  some  taste  of  the  homeland.  Then  just  outside  the  bum- 
boat-men  were  forty  or  fifty  more  boats  of  runners  for  immigrant 
lodging-houses.  These  men  would  get  the  eye  of  a returned  emigrant 
on  board  and  would  bargain  with  him  for  a room,  then  take  him  off 
with  his  baggage.  A police  officer  in  plain  clothes,  who  was  aboard 
the  tender,  told  us  that  one  of  the  worst  curses  of  Naples  is  the  prac- 
tice of  these  lodging-houses.  They  are  congregating  places  for  thieves 
and  robbers,  who  lay  in  wait  for  their  simple-minded  countrymen  to 
rob  them  of  the  fewT  hundred  dollars,  earned  in  America  by  hard  toil, 
which  they  are  bringing  back  home.  Many  poor  fellows  who  have  been 
far-sighted  and  calculating  enough  to  save  sufficient  money  to  make 
the  trip  to  get  a wife,  a mother,  or  family,  are  not  clever  enough  to 
escape  the  thieves  at  Naples;  and  they  reach  their  homes  penniless,  or 
nearly  so.  People  less  simple  than  the  steerage  travelers  are  often 
caught  in  these  carefully  set  traps;  and  even  we,  who  were  on  our 
guard,  did  not  altogether  escape.  Dishonesty  in  Naples  is  as  much  a 
part  of  the  air  as  is  the  smell  in  the  district  of  the  stock-yards.  For 
this  reason  Naples  is  called  the  City  of  Thieves. 

It  was  here  that  Carlo  rejoined  us,  eyes  gleaming  with  happiness 
and  excitement. 

“Dis  my  countree,  where  I liv,  ” he  said  a little  shyly,  but  with 
unconcealed  pride.  “Many  tings  you  see  differn  fum  America.  But 
America  nize,  peebles  nize,  mootch  monies,  ” he  quickly  added  lest  our 
feelings  be  hurt. 

We  managed  to  get  all  our  baggage  in  a safe  place,  and  started  out 
to  see  something  of  the  district.  It  was  the  finest  time  of  the  whole 
year  for  us,  for  it  was  full  harvest.  In  the  next  days  we  took  long 
walks  through  the  country  and  villages ; and,  though  it  was  dusty  and 
hot,  we  enjoyed  every  hour  of  our  trampings.  We  saw  rows  and  rows 
of  trees,  heavily  laden  with  fruit,  which  were  used  as  posts  to  support 
miles  of  running  vines  with  great  bunches  of  luscious-looking  grapes 
hanging  all  about  them.  In  every  village  there  were  the  hemp- 
workers,  usually  women,  piling  the  long  stripped  stalks  of  hemp  into 
bundles,  and  binding  them  ready  for  the  mangling  machines.  On  care- 
fully brushed  stone  squares  men,  women,  and  children  were  threshing 
beans  and  peas,  and  before  every  door  were  flat,  shallow  troughs  in 
which  figs  or  fruits  of  some  sort  were  drying.  Figs  were  sold  on  the 
string  in  Italy,  not  in  packed  boxes  as  in  this  country.  On  many  of 
the  housetops,  red  tomatoes  wTere  being  made  into  a dark  red  mash  to 
be  used  in  making  the  delicious  sauces  with  which  Italians  serve  maca- 
roni. Often  along  the  dusty  highways  we  would  pass  long-horned 
oxen  or  patient  donkeys,  with  sometimes  an  undersized  horse,  drawing 


10 


AMERICA  AND  HER  IMMIGRANTS 


carts  loaded  with  casks  made  ready  for  wine,  or  bundles  of  hemp  stalks, 
or  shocks  of  wheat.  The  towns  and  whole  countryside  were  full  of 
life,  and  there  was  not  a spot  where  one  could  stand,  even  if  no  people 
were  in  sight,  and  not  hear  voices  all  about.  Many  of  the  Italian 
lace-workers,  barrow-men,  coal,  wood,  and  ice  men  in  this  country 
come  from  the  section  around  Naples. 

The  poor  conditions  under  which  the  peasants  live  is  one  of  the 
most  difficult  problems  for  the  Italian  government  today.  There  are 
a great  many  beggars;  these  are  not  paupers,  however.  Paupers,  in 
the  Italian  sense,  are  people  who  are  not  only  without  money,  home,  or 
friends,  but  those  who  are  unable  to  work  or  to  take  any  care  of  them- 
selves whatever.  The  beggars  are  those  who  are  able  to  work,  but  for 
whom  there  seems  to  be  no  place;  their  great  numbers  is  one  of  the 
reasons  that  their  government  does  so  much  to  encourage  emigration 
to  other  countries.  Besides,  these  emigrants,  the  government  knows, 
will  bring  money  back,  of  which  it  can  get  a part  through  taxation. 

From  the  Neapolitan  country,  we  journeyed  northward  to  the 
vicinity  of  Rome.  Carlo  was  seeing  more  of  his  country  than  he 
had  ever  seen  before,  and  it  was  a joy  to  see  him  delighting  in  every- 
thing he  saw.  Sometimes  when  we  would  show  particular  interest  in 
hemp-binding  or  fruit-drying,  he  would  pop  up  his  eyes  and  say, 
“I  ken  do  it, ” or  “It  is  home  dun  like  dat.”  After  a day  in  Rome, 
however,  he  left  for  his  home  in  order  to  be  there  ahead  of  us ; with 
strict  instructions  to  say  nothing  of  our  coming. 

If  Naples  is  rightly  called  the  “City  of  Thieves,”  Rome  might  be 
called  the  “City  of  Institutions.”  It  is  the  center  of  the  worldwide 
Catholic  Church,  of  the  political  and  military  interests  of  Italy,  and  of 
art,  education,  and  literature. 

As  everyone  knows,  Italy  is  shaped  something  like  a boot,  and  the 
southernmost  parts  of  it  are  called  the  Heel  and  Toe.  From  the 
Roman  zone  we  journeyed  to  the  Heel,  and  then  on  to  the  Toe. 
Like  the  South  of  this  country,  the  South  of  Italy — that  is,  the  foot  of 
the  boot — produces  a great  deal  of  cotton.  There  are  also  large  olive 
orchards,  and  every  town  of  any  size  is  a center  for  the  manufacture 
of  salad-oil. 

In  our  country  the  language  is  the  same  from  North  to  South  and 
from  East  to  West,  but  in  Italy  it  is  different.  These  Southerners, 
who  live  in  the  Heel  and  Toe,  cannot  even  understand  some  of  the 
Italians  of  the  North.  There  are  about  twenty  different  kinds  of 
Italian  languages  spoken  in  Italy,  we  were  told,  and  there  is  a very 
hostile  feeling  between  these  different  sections ; they  feel  like  strangers 
toward  each  other,  and  it  takes  very  little  to  bring  them  into  a quarrel. 
But  they  have  not  “belonged  to  a Union”  as  long  as  the  states  of 
this  country  have ; it  was  only  as  far  back  as  1871  that  Italy  became  a 
unified  kingdom. 


HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


11 


It  was  a gloriqus  morning  when  we  strolled  down  in  the  bright 
sunlight  toward  the  steamer  waiting  to  ferry  us  over  to  Messina  on 
the  island  of  Sicily ; we  were  bound  at  last  for  the  mountain  village  of 
Gualtieri,  the  home  of  Carlo’s  family.  As  we  looked  across  the  straits 
to  the  island,  which  is  called  Sicily,  we  thought  his  home  must  be  in  a 
beautiful  paradise.  Many  English  colliers,  or  coal-carrying  vessels, 
were  ploughing  up  the  channel  from  the  South,  and  scores  of  boats 
fishing  for  sardines  were  in  sight.  Directly  opposite  were  the  abrupt 

-V 


purple  hills  of  Messina  dotted  with  creamy  white  houses.  In  the  dis- 
tance to  the  south  rose  that  giant  volcano,  Mount  Aetna,  its  great 
frame  towering  into  the  sky-line. 

As  the  steamer  neared  the  shore,  we  could  see  fruit  orchards 
extending  for  miles  to  the  south.  Many  clean-looking  business  build- 
ings loomed  up,  and  the  whole  effect  of  the  city  was  more  prosperous, 
if  less  pretentious,  than  Rome  or  Naples.  In  the  harbor  was  a large 
steamer  taking  on  emigrant  passengers,  and  large  posters  all  about 
announced  the  departure  of  emigrant  ships  for  the  United  States, 
Australia,  and  South  America. 


12 


AMERICA  AND  HER  IMMIGRANTS 


Our  stop  at  Messina  was  short,  long  enough  only  for  food  and 
change  of  clothes,  and  then  we  took  the  train  for  Gualtieri-Sicamino, 
from  where  we  expected  to  make  our  observations  of  Sicily. 

Gualtieri  was  said  to  be  a town  of  5,000  people,  and  we  were 
anxious  for  fear  it  would  be  too  large  a community  to  contain  the 
typical  country  kind  oj:  family  from  which  the  great  mass  of  Italian 
immigrants  come.  Toward  the  end  of  the  afternoon  our  train  left  the 
tunnels  and  mountains  and  came  down  to  the  sea  in  plain  view  of  the 
island  volcano  Stromboli,  belching  its  volumes  of  vapor  into  the 
heavens ; and  we  drew  into  Santa  Lucia,  listed  as  the  station  of  Gual- 
tieri. When  we  stepped  from  the  train  we  could  see  nothing  but  the 
little  stuccoed  station  and  a few  scattered  houses  in  the  distance.  We 
thought  surely  there  was  a mistake  and  wanted  to  go  aboard  again, 
but  the  guards  kept  calling  ‘‘Santa  Lucia  — Gualtieri  — Sicamino  — 
Pagia  — San  Filippo,”  and  presently  the  train  started  off  and  left 
us  standing  there.  We  gazed  around  trying  to  locate  a town  of  5,000 
people,  but  the  most  we  could  see  were  little  clusters  of  white  houses 
on  the  hillsides  which  seemed  to  be  small,  separate  villages;  and  we 
decided  that  if  there  was  a town  so  large  it  was  very  carefully  hidden 
from  us. 

As  we  surrendered  our  tickets  to  the  station-master,  my  brother 
asked : 

‘ ‘ Is  this  the  station  for  Gualtieri-Sicamino  ? ’ ’ 

“Yes,  sir.” 

“Well,  where  is  the  town?” 

“Just  go  along  this  road,”  said  he,  pointing  to  a narrow  wagon 
road  running  along  the  tracks  for  a short  way,  then  winding  into  the 
hills.  It  was  very  dusty  and  very  hot,  and  we  turned  again  to  ask : 

“How  far  is  it  to  the  town?” 

“Eleven  kilometers,  sir.”  (Seven  miles  and  more!) 

“Where  may  we  hire  a carriage?” 

“There’s  no  cart  around  here  now.” 

“How  about  a donkey  or  two?” 

He  put  his  hand  to  his  forehead  and  looked  from  one  end  of  the 
countryside  to  the  other,  then  shook  his  head  and  said: 

“No,  they’re  all  loaded  with  grapes.” 

With  a heavy  camera  and  heavy  valise,  which  we  dared  not  risk 
leaving,  we  started  on  the  seven  miles  walk. 

A little  way  down  the  road  we  passed  three  women  going  along  in 
a sort  of  dog-trot  with  great  baskets  of  figs,  just  picked,  on  their 
heads,  a bit  of  rolled-up  cloth  between  head  and  basket.  Farther  on 
we  met  a farmer  carrying  a heavy  sack  of  things  purchased  in  Messina 
for  his  various  neighbors.  In  one  hand  he  had  two  salt  cod,  still  drip- 
ping with  brine.  When  he  caught  our  English,  he  demanded  to  know 
whether  we  had  been  in  America  or  not;  when  we  avowed  that  we  had, 


HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


13 


he  asked  excitedly  if  it  were  not  true  that  we  were  the  friends  that 
the  rich  Carlo  Tonello  was  expecting.  We  had  to  admit  that  we  were, 
for  in  spite  of  our  frequent  reminders  to  Carlo  that  he  was  to  keep 
our  coming  quiet,  and  even  more  so  our  nationality,  it  was  evident  that 


These  people  are  like  the  peasants  who  were  met  on  the 
road  to  Carlo’s  home. 

(From  Brandenburg:  “Imported  Americans,’’  by  permission  of 
the  publisher,  F.  A.  Stokes  Co.) 

we  were  expected.  One  could  not  have  told  from  our  dress  that  we 
were  Americans,  or  from  our  actions,  for  we  had  been  very  careful 
from  the  time  we  left  the  Lahn  to  so  conduct  ourselves  that  if  we 
were  not  taken  for  northern  Italians,  we  would  at  least  be  thought 


14 


AMERICA  AND  HER  IMMIGRANTS 


French  or  Spanish;  and  we  had  so  far  succeeded.  But  Carlo  had  not 
been  able  to  keep  the  secret,  though  he  did  not  know  just  when  we 
would  arrive,  and  the  whole  town  had  been  expecting  us  for  weeks. 
They  were  even  planning  to  have  a festival  the  day  we  came,  and  the 


A view  of  an  Italian  town.  Notice  the  way  the  houses  are 
huddled  together  and  how  they  all  look  alike. 

(From  Brandenburg-:  “Imported  Americans,’’  by  permission  of 
the  publisher,  F.  A.  Stokes  Co.) 

mule  cart,  which  had  been  elaborately  decorated  to  convey  us  from  the 
train,  was  reposing  peacefully  in  a Tonello  shanty  while  we  tramped 
along  in  the  dust,  unmet  and  unwelcomed. 

The  farmer  declared  himself  our  friend  and  said  he  would  take  us 
directly  to  the  Tonello  house,  for  he  had  a cousin  in  America  and  was 


HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


15 


going  there  if  his  wife  ever  got  well  enough.  From  that  time  on, 
everyone  we  met  turned  “ right  about  face”  and  accompanied  us  back 
to  the  town,  shouting  the  news  as  we  passed  to  the  people  of  every 
house,  and  to  the  men,  women,  and  children  toiling  in  the  fields.  We 
overtook  a flock  of  sheep  being  driven  to  water,  and  soon  we  were  the 
advance-guard  of  one  of  the  most  picturesque  troupes  that  ever  was 
seen  on  the  king’s  highway — men,  women,  sheep,  babies,  donkeys,  and 
goats.  From  a distance  the  country  looked  thinly  settled,  but  close  at 
hand  it  swarmed  with  life  and  voices. 

All  along  the  way  the  boys  gathered  fresh  figs  for  us  from  the 
trees,  grapes  from  vineyards  we  passed,  blackberries  from  bush-grown 
stone-heaps,  apples,  pears,  plums,  and  other  fruit. 

Finally,  as  we  turned  a sharp  corner  in  the  road,  we  beheld  a mass 
of  stone-built,  plaster-covered  houses  piled  against  the  side  of  a high 
hill,  and  all  so  near  alike  that  one  could  hardly  tell  public  buildings, 
stores,  or  churches  from  private  houses.  Nearly  all  the  villages  of 
southern  Italy  are  either  on  the  hilltops  or  on  the  slopes,  and  built  on 
the  same  general  plan  as  Gualtieri.  A street  or  two  circles  the  base 
of  the  hill,  then  come  one  or  two  tiny  squares  without  grass  or  trees; 
and  a succession  of  narrow,  zigzag  paths  leads  the  way  to  the  top  of 
the  hill.  The  paths  are  too  narrow  to  be  called  streets,  and  sometimes 
the  ascent  is  so  sharp  that  stone  steps  are  used.  The  clustering  hills 
of  Gualtieri  were  dark  green  with  vineyards,  olive,  and  lemon 
orchards ; and  the  bed  of  the  mountain  stream  looked  like  a wide  white 
ribbon,  from  which  arose  many  upward  paths.  Along  the  paths  went 
little  flocks  of  milk-goats;  stoop-shouldered  men  carrying  long-bladed 
hoes  and  spear-shaped  spades;  erect  women  with  brilliant-colored 
skirts,  scarfs,  or  kerchiefs,  carrying  water-jars,  baskets,  or  bundles  on 
their  heads.  The  principal  church  of  the  town  was  a low  squatty 
building  with  a small  tower  containing  a cracked  bell  and  a noisy 
clock;  the  “municipal  offices”  were  two  rooms  on  the  second  floor 
of  a merchant’s  combined  store  and  home.  In  all  the  town  there  was 
not  a street  over  twelve  feet  broad,  and  some  would  not  measure 
over  three. 

We  began  to  hear  voices  on  every  hand  proclaiming  that  “Carlo’s 
Americans”  had  arrived.  All  fears  that  Gualtieri  was  not  a typical 
country  town  from  which  the  great  number  of  emigrants  came,  quickly 
disappeared  for  once  and  all. 

Suddenly  we  were  facing  a sign  over  the  door  of  a small  hole-like 
room  in  the  wall,  which  read : 

BOTTEGA 

DI 

NICOLA  TONELLO, 

and  seeing  two  boys  at  work  with  a small  anvil  and  hand-drill,  we 
knew  that  this  was  the  blacksmith  shop  of  Carlo’s  younger  brother. 


16 


AMERICA  AND  HER  IMMIGRANTS 


A kindly  old  face  appeared  at  the  next  door  an  instant,  our  procession 
set  up  a shout,  and  we  knew  at  once  that  this  was  Carlor’s  mother. 
We  were  conducted  into  a large,  cool,  windowless  room  with  red  tile 


Village  life  and  vineyards  in  Sicily.  Notice  how  the  peas- 
ants farm  in  terraces.  Why  do  they  do  it?  Notice  the  church 
clock. 

(From  Brandenburg':  “Imported  Americans,”  by  permission  of 
the  publisher,  F.  A.  Stokes  Co.) 

floors  and  whitewashed  walls.  There  were  rows  and  rows  of  rush- 
bottomed  chairs,  and  we  wondered  if  the  family  numbered  so  many. 
We  soon  found  out,  however,  that  these  chairs  had  been  provided  for 


HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


17 


the  throng  of  neighbors  who  came  nightly  to  listen  to  Carlo  tell  of  the 
wonders  of  America,  and  to  laugh  over  his  yarns  about  buildings  that 
were  twenty  stories  high. 

Poor  Mrs.  Tonello  was  bewildered  over  the  fact  that  Carlo  and  all 
the  family  were  out  in  the  fields.  She  ushered  us  up  to  a room,  which 
proved  to  be  Carlo’s,  to  get  us  away  from  the  excitement  and  shouting; 
left  us;  and  returned  in  a jiffy  with  some  of  their  best  wine.  In 
another  few  seconds  she  reappeared  with  sugar-coated  cakes,  and  an- 
other trip  brought  a heaping  dish  of  grapes,  fresh  figs,  apples,  plums, 
and  pears.  By  that  time  the  news  had  gone  to  the  field,  and  the 
family  came  pouring  in. 

The  total  of  the  family  is  father  and  mother,  eight  children,  one 
daughter-in-law,  and  one  grandchild.  Guiseppe,  twenty-nine,  is  the 
oldest ; Carlino,  twenty-seven,  is  next ; Nicola,  who  has  charge  of  the 
blacksmith  shop,  is  twenty-five;  Giovanina,  twenty-two,  is  the  oldest 
daughter — a sweet,  lovable  girl.  When  her  soldier  lover  finished  his 
first  term  in  the  army,  she  was  so  delicate  that  the  marriage  was 
postponed,  and  he  went  in  for  a second  term.  In  about  a year  he 
will  be  discharged  with  a life  pension  for  his  fourteen  years  of 
service,  and  she  is  very  happily  looking  forward  to  the  day  when  her 
long,  lovely  dream  will  come  true.  Maria  is  a bright-eyed  girl  of 
nineteen,  wild  with  excitement  at  the  prospect  of  going  to  America. 

Between  Nicola  and  Giovanina  is  Antonio,  or  “Tono,”  as  the 
little  ones  call  him.  He  went  to  America  with  Carlo,  but  at  Ellis 
Island  they  were  separated  and  never  saw  or  heard  from  each  other 
for  the  whole  six  years  that  Carlo  was  there.  Recently  the  mother 
had  a letter  from  Tono,  and  they  expect  him  home  most  any  day,  and 
all  hope  that  he  will  arrive  before  we  leave ; we  hope  so,  too. 

Vicenzo  is  a half-grown  boy,  merry,  tuneful,  and  without  a care. 
We  are  all  very  fond  of  him,  and  are  glad  when  we  hear  his  whistle 
coming  toward  the  house.  The  little  pet  of  the  whole  family  is  Ina, 
the  five-year-old  daughter  of  Guiseppe  and  his  wife,  Camela.  Her 
mother  shows  great  emotion  when  the  trip  to  America  is  talked  about, 
and  little  Ina  always  runs  to  her  and  says,  what  would  be  in  English, 
“Me  do  too,  ain’t  it,  mamma?”  When  her  mamma  tells  her  yes,  she 
runs  away  and  plays  until  she  hears  “America”  again. 

The  most  interesting  character  of  all  is  the  mother,  a kind-hearted, 
busy  little  woman  of  fifty-five.  Her  hands  are  knotted  from  hard 
toil,  but  she  is  always  cheery  and  full  of  energy.  In  her  ears  are 
heavy  gold  earrings  with  large  coral  centers.  They  were  a gift  from 
her  grandmother  when  she  was  sixteen  years  old,  and  when  little  Ina 
is  sixteen  she  in  turn  will  receive  them  as  a present  from  her  grand- 
mother. 

But  now  the  family  were  trooping  up  the  stairs  escorting  Carlo 
as  though  he  were  the  King  himself,  and  indeed  his  welcome  to  us 


18 


AMERICA  AND  HER  IMMIGRANTS 


was  a royal  one.  There  were  cousins  by  the  score  for  us  to  meet,  and 
neighbors  from  near  and  far.  When  we  got  out  our  camera,  a new 
shout  of  excitement  went  up,  and  it  had  to  be  explained  in  detail. 

Carlo  wanted  to  take  us  at  once  to  see  his  vineyard  which  had 
been  purchased  for  him  by  money  sent  from  America.  He  said  that 
on  the  way  he  wanted  to  show  us  the  town ; we  hadn ’t  gone  far  before 
we  realized  that  he  was  showing  us  to  the  town  instead  of  the  town  to 
us,  so  we  paraded  in  as  stately  a fashion  as  possible.  From  that  time 
on,  everything  was  done  in  procession.  If  my  brother  went  to  take  a 
picture,  five  hundred  inhabitants  wanted  to  help  him.  If  I went  to 
the  public  laundry  with  the  women,  a host  of  other  women  went  too. 
If  we  visited  the  field  or  vineyard,  a multitude  followed  in  our  train. 

On  our  return  from  town  at  sun-down,  the  house  was  crowded  to 
its  capacity  with  callers,  and  there  were  enough  people  outside  to  fill 
a circus  tent.  Everyone  was  clad  in  Sunday  attire,  and  they  came, 
not  one  or  two  at  a time,  but  whole  families  together. 

We  had  had  an  abundance  of  fruit  all  day,  but  were  beginning  to 
feel  as  though  we  could  eat  a little  dinner.  No  mention,  however, 
had  been  made  of  a night  meal,  and  we  could  see  that  the  guests  had 
no  intentions  of  leaving.  They  stood  rapt  in  excitement  over  every- 
thing we  said,  and  were  fascinated  by  the  most  commonplace  story  of 
the  land  of  their  dreams.  They  wranted  to  hear  us  tell  about  the  high 
buildings,  so  my  brother  repeated  the  stories  that  Carlo  had  told 
them,  and  they  laughed  and  were  highly  amused  all  over  again.  Then 
I told  them  about  the  dresses,  manners,  and  customs  in  America,  and 
they  had  many  questions  to  ask,  but  no  one  mentioned  dinner.  It 
was  eight  o’clock  when  my  brother  finished  an  impromptu  lecture  on 
“American  liberty.”  At  nine  o’clock  I had  answered  what  seemed  a 
thousand  questions  on  the  cost  of  clothes,  groceries,  and  rent,  but  still 
there  were  no  signs  of  dinner.  My  brother  and  I glanced  questioningly 
at  one  another,  for  wTe  were  both  getting  very  faint,  having  had  lunch 
at  eleven  in  the  morning  and  nothing  but  fruit  since.  But  we  talked 
on  about  mills  and  factories  in  America,  and  favorite  Italian  dishes, 
and  theatres  and  street-cars,  and  churches  and  subways.  At  eleven 
o'clock  all  the  children  were  asleep  either  on  the  floor  or  in  their 
mothers’  arms,  and  we  were  exhausted  with  fatigue  and  want  of  food, 
when  something  suddenly  broke  the  spell.  Mrs.  Tonello  threw  up  her 
hands,  rolled  her  eyes  heavenward,  and  darted  upstairs.  In  ten  min- 
utes we  were  seated  at  a most  delightful  supper.  The  whole  family 
had  forgotten  all  about  dinner  in  the  excitement,  but  they  made  up 
for  it  twice  over. 

In  the  Tonello  house,  as  in  most  others,  the  top  floor  was  used  for 
dining  room  and  kitchen,  so  that  the  scent  and  heat  of  cooking  went 
up  the  chimney  instead  of  through  the  whole  house.  The  kitchen  was 
in  one  corner  of  the  dining  room,  and  it  comprised  a sort  of  low  altar 


HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


19 


of  stone  and  plaster,  with  a hollow  in  the  center  for  charcoal.  We  sat 
at  the  table  until  the  cracked  bell  in  the  church  tower  struck  one,  and 
then  we  were  shown  to  the  guest-room.  Instead  of  dropping  onto  our 
bed,  we  almost  needed  a stepladder  to  get  into  it,  it  was  so  high.  For 
some  of  the  beds  in  foreign  countries,  one  does  need  a stepladder. 

We  were  awakened  next  morning  by  the  sound  of  a boy’s  voice 
singing  up  in  the  vineyards : 

“Who  was  it  called  them  down  ? 

’Twas  Mister  Dooley,  brave  Mister  Dooley, 

The  finest  man  this  country  ever  knew; 

Diplomatic, 

Democratic, 

Oh!  Mister  Dooley — ooley — ooh.” 

Then  came  a chatter  of  men,  women  and  children  who  had  been  pick- 
ing grapes,  and  stopped  to  listen  to  the  American  song.  The  boy  had 
been  in  America  two  years  with  his  parents,  but  the  father  became 
111  and  they  all  returned  for  his  health.  He  was  eight  years  old  and 
•determined  to  go  back  as  soon  as  he  was  big  enough.  He  declared  he 
could  make  more  money  selling  papers  after  school  over  here  than  in 
a whole  day  of  labor  in  the  fields  over  there.  Besides,  he  said, — there 
was  “never  no  time  lift  for  fun.” 

In  all  Italy,  all  Greece,  all  Syria,  all  Hungary  and  Roumania, 
the  boys  and  their  fathers  feel  the  same  way,  and  to  the  women  folks 
as  well  New  York  is  a magic  word — meaning  the  land  of  plenty,  the 
place  to  get  rich,  and  the  place  for  opportunities  to  go  to  school. 

We  began  our  first  day  of  Gualtieri  life  with  a vegetable  stew, 
bread,  and  fresh  fruit.  This  is  the  customary  breakfast,  except  that 
in  winter  they  have  dried  fruit  instead  of  fresh.  Canned  fruit  is 
seldom  used.  The  noon  meal  is  much  the  same,  with  the  difference 
that  once  or  twice  a week  meat,  eggs,  or  fowl  take  the  place  of  vege- 
table stew.  In  the  evening  soup  is  served,  a meat  stew  may  be  added  to 
the  noon-day  items,  and  more  fruit  and  wine.  Black  bread,  fried 
pumpkin,  and  fico-d’indias  often  comprise  the  meal  of  poor  families, 
while  in  well-to-do  homes  we  often  had  very  good  course  dinners. 

Beginning  with  the  morning  of  the  second  day,  people  came  to  us 
•continuously  for  advice.  One  man,  who  was  too  old  to  work  any  more, 
wanted  to  send  his  sons  to  America  to  get  a foothold  in  order  that  later 
they  might  return  and  take  him  over.  He  wanted  to  know  what  was 
the  best  work  for  a young  man  to  do  in  my  country.  A poor  old 
woman  tramped  several  miles  across  the  hills  to  implore  me  to  take 
her  to  America  that  she  might  find  her  daughter  who  had  gone  there 
as  a servant  a year  ago.  She  had  not  heard  a word  from  her  since  and 
was  nearly  frantic.  I had  to  tell  her  that  she  was  beyond  the  age 
limit,  and  would  not  be  allowed  to  pass  Ellis  Island.  Another  old 
mother  came  with  her  husband  one  afternoon  to  ask  me  to  look  up 
her  son  from  whom  she  had  not  heard  in  two  years.  He  had  dropped 


20 


AMERICA  AND  HER  IMMIGRANTS 


his  Italian  name,  she  said,  because  he  found  it  too  long  and  trouble- 
some, and  had  adopted  the  name  of  John  Smith.  She  thought  I would 
be  able  to  find  him,  although  she  didn’t  know  in  what  state  he  lived. 

More  than  once  a whole  family  came  over  to  pay  their  respects, 
who  before  they  left  would  timidly  draw  out  a strip  of  paper,  worn 
almost  to  threads,  on  which  was  written  the  name  and  address  of  a 
son,  a brother,  father.  Although  they  knew  our  home  to  be  in  New 
York,  their  faces  fell  in  great  disappointment  when  we  could  give  them 
no  news  of  their  relatives  in  Alabama,  Texas,  Minnesota,  or  even 
Brazil.  It  chanced  that  once  in  New  York  we  shook  hands  with  an 
Italian  tradesman  whose  name  we  remembered  because  it  was  so  odd, 
and  when  we  told  his  relatives  this  they  cried  actual  tears  of  joy. 

The  people  had  very  queer  ideas  of  what  the  United  States  was 
like.  Those  who  had  friends  or  relatives  in  New  York  believed  the 
whole  country  was  a mass  of  high  buildings ; those  whose  sons  were  in 
Pittsburgh  thought  it  was  all  coal  mines  and  steel  mills.  One  woman 
thought  that  because  her  bartender  husband  filled  his  letters  with 
accounts  of  his  parrot,  and  that  belonging  to  his  neighbor  across  the 
street,  every  American  family  must  own  a parrot.  She  asked  what 
kind  of  a parrot  we  had. 

“We  have  no  parrot,”  I told  her. 

“You  do  not  come  from  America,”  she  said. 

“Why  do  you  think  that?” 

“Because  you  have  no  parrot.” 

And  from  that  time  on  she  seemed  to  regard  everything  we  said 
with  suspicion,  until  after  reading  several  of  her  husband’s  letters  I 
was  able  to  explain  that  some  people  had  parrots,  others  had  dogs  or 
kittens,  others  had  only  children ! She  was  partly  convinced. 

We  travelled  over  Sicily  somewhat  as  we  did  over  the  Roman  area 
and  Neapolitan  zone,  but  found  that  Gualtieri  was  a very  typical 
village.  The  northern  side  of  the  island  was  more  fertile  and  therefore 
more  densely  populated.  Back  in  the  mountains  where  travel  was 
difficult,  a stranger  was  almost  a catastrophe,  and  a man  who  could 
read  and  write  had  distinction  in  the  community.  On  the  slopes 
which  get  the  hot  winds  from  Africa,  the  families  are  nearly  Malayan 
in  complexion,  and  the  long  black  hair  of  the  women  is  very  beautiful 
to  see. 

The  farming  methods  were  all  very  primitive  and  none  of  our  labor- 
saving  devices  were  used.  Instead  of  large  wagons  such  as  we  have  for 
hauling  our  products  in  this  country,  one  would  see  strings  of  donkeys 
heavily  loaded  and  women  and  children  with  their  large  head-baskets. 
And  indeed  if  some  generous  person  should  suddenly  make  these  coun- 
try folks  a gift  of  enough  modern  machinery  to  do  all  their  work,  it 
would  be  as  bad  as  though  a plague  were  visited  on  them,  for  it 
would  throw  great  numbers  of  people  out  of  work,  leaving  them  noth- 


HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


21 


ing  to  exchange  for  their  foodstuffs.  Even  the  wines  were  made  by 
hands  and  feet.  I have  seen  a half  dozen  little  girls,  some  of  them 
too  young  to  speak  plainly,  go  paddling  along  the  dusty  roads  from 
vineyard  to  press  with  loads  of  grapes  on  their  heads.  The  grapes  are 
dumped  into  a trampling-vat  built  of  stone.  When  there  are  enough, 
about  six  inches  of  them,  the  peasants  get  in  with  pants  and  skirts 
rolled  up,  and  tramp  the  grapes  into  a pulp.  The  trampling  is  usually 
done  by  old  men  and  women,  whose  sight  is  defective,  or  who  are  for 
some  other  reason  of  less  value  in  the  fields. 

Many  of  the  vineyards  and  smaller  patches  of  ground  on  which 
the  people  work  belong  to  someone  else,  very  often  to  a few  rich  men 
in  the  village.  Most  of  the  holdings  around  Gualtieri  are  owned  by  a 
Duke  who  lives  in  Naples  and  never  comes  near  Sicily ; he  has  an 
agent  at  Faro  who  is  a faithful  collector  of  his  large  rents.  The 
farmers  till  the  soil,  buy  the  seed,  supply  the  implements,  look  after 
the  irrigation,  harvest  the  crop  and  market  it;  then  the  collector 
comes  along  and  demands  half  of  all  they  have  produced.  Of  what  is 
left,  three  per  cent  is  paid  out  in  taxes,  and  one-tenth  is  given  “volun- 
tarily” to  the  church.  After  the  landlord,  the  church,  the  army,  and 
the  tradesmen  have  each  taken  their  slice  of  the  produce,  there  is  very 
little  left  for  the  poor  farmer  who  has  done  all  the  work.  With  more 
than  nine-tenths  of  all  the  production  in  southern  Italy  agricultural, 
it  is  not  hard  to  understand  why  these  people  are  so  poverty-stricken 
or  why  they  are  so  eager  to  go  to  America. 

The  excitement  of  our  coming  to  Gualtieri  was  exceeded  only  by 
that  of  our  departure.  Every  person  within  a radius  of  several  miles 
was  well  aware  that  on  the  last  day  of  September  Carlo  Tonello,  with 
his  “Americans,”  his  father  and  mother  and  all  the  children  except 
Giovanina,  with  a number  of  their  neighbors,  would  be  leaving  for 
Naples,  there  to  embark  on  the  Prinzessin  Irene  for  New  York.  Six 
years  before  when  Carlo  and  Antonio  had  been  two  of  a small  group 
who  were  the  first  to  leave  that  section,  every  one  had  felt  very  doubt- 
ful about  the  undertaking.  Since  then  more  than  a tenth  of  the 
whole  population  had  followed  him,  and  those  who  were  too  poor  or 
old  to  go  were  very  sad  indeed.  To  the  very  last  minute  the  unfor- 
tunate ones  were  imploring  us  to  find  some  way  of  taking  them  along. 

A great  upset  occurred  in  the  Tonello  family  when  the  father 
announced  one  morning  that  he  would  not  go.  He  seemed  very  blue 
over  Carlino’s  not  coming,  though  he  gave  every  reason  but  this  for 
staying  behind.  This  of  course  settled  it  for  the  mother ; she  could 
not  go  without  her  husband.  Vincenzo  was  persuaded  to  wait  until 
his  ear  was  operated  on,  and  little  Ina  with  tears  in  her  eyes,  not 
knowing  what  it  all  meant,  clung  for  dear  life  to  Camela,  her  mother. 
To  comfort  them  all,  Carlo  promised  to  return  next  year  for  those  who 
wanted  to  go  then.  Carlo’s  show  of  prosperity  was  a constant  sur- 


22 


AMERICA  AND  HER  IMMIGRANTS 


prise  to  us ; but  he  had  saved  very  carefully,  and  told  us  of  good 
incomes  he  was  receiving  from  investments  he  had  made  in  New  York. 

The  first  step  in  securing  a passport  is  to  get  a birth  certificate 
from  the  secretary  of  the  town  in  which  one  was  born.  We  all  went 
before  the  magistrate,  he  looked  up  the  birth  dates,  and  issued  certifi- 
cates. It  was  difficult  for  my  brother  and  I to  get  birth  certificates 
as  Italians — for  we  must  do  this  in  order  to  travel  through  Ellis 
Island  as  Italian  emigrants — but  we  fibbed  a little  and  he  made  us 
satisfactory  ones  affirming  that  we  were  the  son  and  daughter  of 
Paolo  Brandi  and  Migone  Caterina.  They  did  us  little  good,  how- 
ever, in  the' end. 

All  the  certificates  were  sent  by  the  shoemaker  steamship  agent  to 
a man  in  Messina,  where  the  personal  records  of  all  the  people  in  the 
district  were  kept.  This  record  gives  the  place  and  date  of  birth,  the 
amount  of  time  served  or  to  be  served  in  the  army,  shows  any  criminal 
charges  that  may  have  been  brought  and  any  sentence  that  may  have 
been  served.  If,  after  looking  over  the  record  of  an  individual,  there 
is  any  reason  why  the  magistrate  thinks  he  will  be  refused  admittance 
to  the  United  States,  he  declines  to  issue  him  a passport.  It  so  hap- 
pened that  my  brother  and  I were  the  only  ones  of  our  party  who 
were  refused  passports,  the  reason  being  that  they  had  no  record  of  us. 
Had  we  been  recorded  as  criminals,  we  should  have  been  more  than 
welcome  to  passports ; for  these  are  the  sort  of  people  the  district 
police  are  glad  to  be  rid  of,  and  the  American  police  records  show  that 
this  class  are  coming  over  in  increasing  numbers.  We  knew  we  would 
need  to  have  passports  in  Naples,  but  that  until  then  we  need  not 
worry. 

There  was  great  preparation  being  made.  Each  person  had  a new 
suit,  and  some  whole  new  wardrobes.  When  Americans  go  to  Paris, 
they  usually  wait  and  buy  their  wardrobes  over  there;  but  when 
Italians  come  to  America,  where  they  wear  Italian  clothes  only  about 
two  days  after  they  arrive,  they  want  to  bring  enough  clothes  to  last 
them  all  the  time  they  are  here,  together  with  all  their  household 
furnishings  and  kitchen  utensils,  as  though  America  were  a wild, 
uninhabited  island.  In  spite  of  Carlo’s  emphatic  protestations  and 
ours,  Camela  crammed  into  huge  boxes  two  sets  of  heavy  mattresses 
with  heaps  of  bedding;  large  cans  of  pomidoro;  olive  oil;  dried  figs; 
flasks  of  wine ; whole  cheeses ; and  old  and  new  cooking  utensils.  The 
baggage  of  Concetta  and  Angelo  Fomica,  little  neighbor  girls  who 
were  going  to  live  with  their  barber  brother  in  Stonington,  Conn., 
was  similarly  packed.  The  amount  that  had  to  be  paid  for  extra 
baggage  would  have  paid  for  the  whole  wardrobe  and  furnishings 
twice  over  in  America. 

About  sunset  on  Saturday,  two  days  before  our  departure,  the 
bells  in  the  old  church  tower  rang  with  unusual  clangor,  and  we  were 


HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


23 


told  that  the  Tonello  relatives  had  paid  for  a special  service  at  vespers 
for  the  safe  journey  of  our  party.  On  our  way  to  the  village  we  met 
one  of  the  priests,  a kind  old  man  and  one  of  the  best  of  all  the 
rural-priests  we  saw;  after  taking  a pinch  of  snuff,  he  offered  the 
box  to  my  brother  with  a smile,  knowing  Americans  did  not  care  for  it. 
People  were  pouring  down  to  the  church,  some  in  holiday  dress,  but 
most  of  them  in  the  clothes  in  which  they  left  the  fields,  the  wine 
presses,  the  smithies,  the  cheese-shops,  and  the  orchards.  The  quiet, 
restful  service,  with  the  forms  and  symbols  inherited  from  the  earliest 
Roman  church,  seemed  to  carry  one  back  to  the  middle  ages;  and  it 
was  the  wailing  of  the  infant  who  was  to  be  christened  at  the  end, 
that  brought  us  again  to  a sense  of  where  we  really  were. 

At  home  in  the  evening  the  relatives  and  friends  were  gathered 
for  a dance  in  which  young  and  old  joined  hands.  Mrs.  Tonello 
amazed  us,  when  a dance  by  the  old  folks  was  called  for ; she  stepped 
out  and  danced  with  an  ease  and  grace  that  would  have  put  her  eight 
children  to  shame  if  it  had  not  made  them  very  proud. 

Sunday  morning  the  weekly  process  of  cleaning  up  and  dressing 
up  began  very  early.  Little  Ina  appeared  in  a pretty  little  white 
dress,  with  a long  white  veil,  and  on  her  head  was  set  a wreath  of 
artificial  leaves  and  white  flowers.  It  being  her  last  Sunday,  all  of 
her  little  friends,  wearing  white  dresses  in  her  honor,  marched  from 
one  church  to  another. 

Streams  of  callers  arrived  and  departed  during  the  afternoon ; 
and  in  the  evening  we  were  serenaded  by  a troupe  of  male  vocalists 
from  the  village,  with  guitar  accompaniment.  The  next  day  was  one 
of  great  turmoil  and  flurry,  particularly  in  the  evening  when  the 
trunks  of  the  whole  party  were  gotten  off  to  the  station.  People  were 
coming  to  bid  us  goodbye  for  the  last  time  and  to  bring  presents  both 
for  us  and  for  their  relatives  in  Missouri,  Texas,  or  Alabama,  many 
of  which  we  were  obliged  to  refuse  since  they  consisted  of  everything 
from  a twenty-pound  form  of  cheese  to  a five-gallon  can  of  olive  oil. 

In  the  night  the  house  was  deathly  still  except  for  the  sobs  of  the 
poor  mother  who  was  so  soon  to  part  with  six  members  of  her  flock. 
We  started  before  dawn,  winding  down  through  the  dark,  narrow 
streets  to  where  the  donkeys  were  in  readiness  to  take  us  back  over 
the  seven  miles  which  we  had  walked  through  dust  and  heat  to  the 
Tonello  house,  some  weeks  before.  It  was  here  that  the  final  farewells 
were  said.  The  poor  mother  and  father  Tonello  were  as  heart- 
broken as  though  they  knew  they  would  never  see  their  children 
again,  and  little  Ina,  who  meant  to  be  gay,  was  weeping  bitterly  at 
seeing  her  grandmother  in  tears. 

“ Pronte ! Pronte!”  A blast  of  the  conductor’s  horn  and  we  were 
off  for  Messina. 


24 


AMERICA  AND  HER  IMMIGRANTS 


Arrived  there,  the  baggage  was  all  ripped  open  by  the  customs 
officials,  weighed,  excess  collected,  boxes  retied  and  hustled  to  another 
place.  Carlo  made  the  care  of  the  baggage  his  job,  and  the  poor 
fellow  had  his  troubles.  When  next  we  saw  it,  it  was  stacked  on  a 
barge,  guarded  by  a fat  uniformed  official  who  begged  before  he 
left  for  enough  to  buy  his  dinner ; he  was  entirely  satisfied  with  the 
equivalent  of  six  cents. 

The  next  thing  was  to  join  the  crowd  going  to  the  steamship 
broker’s  office.  As  each  one  steps  up  with  his  passport,  he  is  asked 
questions  similar  to  the  twenty-twTo  that  he  has  to  answer  later  at  Ellis 
Island.  The  broker  instructs  him  how  to  answer  them  so  that  he  will 
not  be  excluded. 

After  getting  our  papers  all  cleared,  receipts  for  our  baggage, 
tickets  to  Naples,  and  to  America  from  Naples,  our  party  scattered, 
some  going  to  visit  relatives  and  friends  in  Messina  for  a brief  fare- 
well. There  were  two  mishaps  before  we  all  got  together  again.  One 
of  the  boys  was  told  by  a man  who  had  been  practicing  his  fraud  for 
three  years,  that  he  must  have  his  ticket  stamped  by  the  “American 
doctor.  ’ ’ When  he  answered  that  he  did  not  have  his  ticket  with  him, 
the  man  said  he  could  get  a stamp  which  he  could  paste  on,  thereby 
saving  himself  a long  wait  in  the  line.  Salvatore,  having  heard  that 
he  must  encounter  this  “doctor”  some  time,  thought  he  would  do  it 
now  and  get  it  over  with.  He  paid  about  66  cents  and  received  a 
worthless  sticker.  Curro  fell  a victim  to  a street  dentist,  who  was 
relating  the  suffering  from  toothache  caused  by  the  motion  of  the 
ship  and  urging  emigrants  to  have  their  poor  teeth  extracted.  The 
boy  had  paid  his  money,  gotten  up  into  his  carriage,  and  would  have 
been  minus  a good  tooth  if  my  brother  had  not  given  the  fake  dentist 
a good  hard  whack  in  his  own  jaw  just  in  time.  He  even  succeeded 
in  getting  the  villain  arrested,  and  we  have  often  hoped  aloud  that 
the  law  gave  him  his  just  deserts. 

There  was  a great  rush  and  clamor  in  getting  the  emigrants  and 
their  baggage  aboard  the  steamship  for  Naples.  Although  this  trip 
was  included  in  the  200-lire  ticket,  the  boatmen  who  took  us  across 
demanded  and  succeeded  in  extracting  from  us  two  lire  more  for  the 
ride.  This  was  the  beginning  of  the  trickery  that  we  were  to  meet  with 
until  we  reached  Ellis  Island.  This  was  the  beginning  also  of  the 
rough  treatment,  jerking  about,  and  fiendish  brutality  that  is  ac- 
corded the  emigrant  all  the  way  across.  I thought  back  to  the  little 
company  that  I had  seen  with  my  mother  in  the  Grand  Central  Sta- 
tion, and  did  not  wonder  that  they  looked  ‘ ‘ doleful ! ’ ’ 

The  men ’s  and  women  quarters  in  the  ship  to  Messina  were 
separate,  but  very  similar.  In  the  center  are  blocks  of  eight  or  nine 
double-tiered  beds — that  is,  upper  and  lower  berths — and  others  are 
arranged  in  rows  around  the  sides.  The  lumpy  mattresses  are  cov- 


HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


25 


ered  with  coarse  dirty  bagging,  which  serves  as  bedding.  No  food 
was  offered  during  the  twelve  hours  to  Naples,  but  fortunately  we 
had  brought  some  with  us,  and  were  hungry  enough  to  eat  it  even  amid 
the  foul  smells  and  gross  discomforts  of  the  place.  Nothing  could 
quell  the  happiness  of  the  emigrants ; musical  instruments  on  every 
hand  were  playing  accompaniment  to  groups  of  singers,  and  those 
who  were  not  singing  or  playing  were  chattering  like  magpies.  What 
might  have  been  a pretty  symbol  of  the  last  farewell  to  Sicily  turned 
almost  to  disaster.  Little  Disalvo,  who  with  several  others  had  joined 
our  party  at  Messina,  stood  for  a long  time  by  the  rail  with  eyes 
intently  watching  the  shore.  Just  as  we  passed  Scilla  he  struck  a 
match  and  lit  a long,  twisted  newspaper  which  he  swung  above  his 
head  in  slow  circles.  Presently  pieces  from  his  flaming  torch  were 
flying  down  the  full  length  of  the  deck,  and  it  took  swift  action  to 
avert  a fire  in  two  places.  A big  burly  officer  presently  stood  over 
Disalvo  pouring  out  a brutal  lip-beating,  but  the  little  fellow  was 
fastened  to  the  spot  watching  the  light  below  his  own  cottage  move 
up  and  down — a signal  from  his  home  folks  which  he  had  been 
trying  to  answer. 

My  brother  and  I stayed  on  deck  long  into  the  night,  dreading  to 
go  below.  When  we  did  go,  the  crying  babies  and  the  singing  and 
playing  of  the  people  who  could  not  sleep  made  the  hours-  almost  a 
nightmare.  Finding  that  the  separation  rule  was  not  enforced,  Carlo 
and  my  brother  stayed  beside  us  to  protect  us  not  from  the  passengers, 
but  from  the  ship’s  people.  At  last  dawn  came,  and  within  two  hours 
we  were  in  the  beautiful  Bay  of  Naples,  snuggled  alongside  a ship 
which  was  unloading  a throng  of  home-coming  passengers. 

Imagine  the  excitement  and  delight  of  our  party  when  Carlo  spied 
his  brother  Antonio  in  the  stream  of  home-comers.  “Tono!  Tono, 
Tono,”  went  up  a chorus  of  voices,  and  a dozen  Antonios  turned  to 
answer.  Our  Tony  was  too  far  away  to  hear  the  call,  and,  try  as  we 
could,  we  were  unable  to  get  his  attention.  Just  as  he  got  across  the 
gangway,  a uniformed  officer  stepped  up,  put  shackles  on  his  wrists, 
did  the  same  to  his  companion,  and  off  the  three  of  them  went  out  of 
our  sight.  Carlo  tried  his  best  to  get  off  the  ship,  but  his  efforts 
were  in  vain.  The  arrest  did  not  frighten  him,  however,  and  he 
explained  that  it  was  probably  for  military  duty.  A great  many 
young  men  go  to  America  or  elsewhere  in  order  to  escape  the  com- 
pulsory term  of  service  imposed  by  the  Italian  government;  but  if 
they  return,  even  for  a visit,  they  are  arrested  as  soon  as  they  land 
and  are  compelled  to  serve  their  time.  It  does  not  help  them  at  all 
to  have  become  American  citizens  in  the  meanwhile  by  taking  out 
naturalization  papers,  because,  as  far  as  the  Italian  government  is 
concerned,  a person  born  in  Italy  is  always  a citizen  there.  In  their 
eagerness  not  to  miss  anyone,  the  officers  frequently  arrest  men  who 


26 


AMERICA  AND  HER  IMMIGRANTS 


have  served,  and  this,  Carlo  thought,  was  probably  the  case  with 
Tono,  but  he  was  anxious  to  make  sure  and  to  see  that  he  was 
released  at  once. 

Naples  is  the  world’s  greatest  port  of  embarkation.  How  many 
men,  women,  and  children  go  through  the  terrible  processes  of  exam- 
ination, vaccination,  thievery,  trickery,  brutality,  to  say  nothing  of 
the  terrible  seasickness  most  of  them  suffer  during  the  long  passage 
across  the  ocean,  only  to  find  at  the  end  of  their  trip  that  they  will 
not  be  allowed  to  enter  the  United  States.  What  can  they  do  but  go 
back  over  the  long,  tiresome  journey  they  have  come,  with  a great  deal 
less  money  than  they  had  when  they  started,  unpack  their  new  things 
and  old,  and  then  realize  in  bitterness  and  poverty  how  much  better 
off  they  would  have  been  never  to  have  started.  Many  families  sell 
their  home,  their  furniture,  their  stock,  all  that  belongs  to  them  in 
order  to  get  enough  money  for  their  passage.  Then  if  for  some 
reason  they  are  turned  back  at  Ellis  Island,  what  have  they  got  to 
go  to?  No  home,  no  work,  no  money,  nothing.  Why  does  not  all  the 
necessary  examination  take  place  before  they  leave  their  homes  at  all? 
This  is  for  the  makers  of  laws  controlling  immigration  to  answer. 
Under  the  present  system,  there  is  no  way  for  a person  to  tell  whether 
he  will  be  admitted  until  he  gets  to  Ellis  Island.  And  it  is  because 
of  this  uncertainty  and  the  consequences  of  being  refused  admittance, 
that  the  emigrants  will  allow  themselves  to  be  treated  like  brute  ani- 
mals and  make  no  murmur  of  complaint.  They  are  filled  with  fear 
lest  they  provoke  some  official  who  may  have  power  to  turn  them  back. 

Our  steamer  did  not  sail  for  two  days.  As  another  ship  was  sail- 
ing at  once,  we  were  herded  out  of  the  way  off  by  a high  iron  picketed 
fence  where  we  could  sit  in  the  hot  sun  until  someone  gave  us  the 
signal  to  move.  A large,  cheery  young  woman  came  along  with  some 
warm,  licorice-flavored  water  to  sell,  serving  all  customers  with  the 
same  glass.  When  some  of  our  party  asked  if  this  was  the  kind  of 
treatment  they  were  to  expect  all  the  way,  she  laughed  heartily  and 
said,  “This  is  heavenly  to  what  you  will  find  later  on.”  Next  came 
begging  friars  telling  the  emigrants  that  the  best  way  to  ward  off  the 
dangers  of  sickness  and  disease  on  the  voyage  was  to  purchase  the 
prayer-cards  which  they  were  selling. 

After  a while  an  old  man  with  a host  of  young  clerks  appeared, 
called  the  roll  of  the  party,  and  issued  tickets  which  were  good  for 
meals  at  the  steamship  company’s  restaurant  while  we  were  held  in 
Naples.  Each  one  had  to  show  his  passport  and  almost  all  his  papers 
before  he  could  get  a ticket.  This  process  over,  we  were  marshaled 
in  squads  into  the  Capitaneria,  where  the  customs-house  officials 
examined  our  baggage  for  eatables.  This  was  an  occasion  for  great 
fear  lest  it  would  lead  to  arrest  for  something  or  other.  Then  the 


HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


27 


baggage  had  to  be  checked,  and  by  the  time  we  reached  our  abiding 
place  for  the  two  nights  we  were  to  be  in  Naples,  we  were  about 
three-quarters  asleep. 

Before  we  got  to  the  Rose  hotel,  the  thieves  were  at  us  again.  They 
wanted  to  take  us  to  lodging-houses  that  were  much  better,  but  the 
moment  we  stopped  to  listen  to  them,  an  old  man  stepped  up  and 
warned  us  against  them.  As  was  said  earlier,  these  are  the  places 
where  a great  deal  of  money  is  quickly  pried  loose  from  the  emigrants. 

We  were  assigned  three  large  rooms,  filled  with  single  beds,  and 
were  allowed  to  sort  ourselves  among  them  as  we  saw  fit.  The  women 
and  children  were  given  the  front  room,  and  the  men  took  the  others. 
The  class  feeling  that  is  so  strong  in  Italy  appeared  at  this  point. 
The  Tonello  boys  and  one  or  two  others,  who  considered  themselves 
members  of  a better  class  than  some  of  our  farmer  boys,  took  the  best 
room,  leaving  the  third,  which  was  dark  and  close,  for  the  others, 
who  accepted  it  without  a word.  There  was  no  explanation  necessary. 
The  third-room  boys  understood,  and  did  not  even  feel  hurt  as  would 
happen  in  this  country  in  a similar  situation. 

My  brother  was  amused  that  Carlo  refused  always  to  carry  his 
baggage;  and  when  my  brother  picked  up  his  own  suit-case,  Carlo 
never  failed  to  protest.  He  was  afraid  we  would  be  taken  for  people 
of  the  lower  class.  It  was  hard  to  picture  Carlo  back  working  in  the 
garden  on  Long  Island  again.  He  seemed  of  so  much  better  a type  in 
his  own  country.  Antonio  was  of  larger  build,  and  from  the  short 
glimpse  we  had  of  him  he  would  have  appeared  important  in  any 
country. 

It  was  before  six  o’clock  when  our  host  roused  us  to  say  that  if  we 
wanted  to  take  advantage  of  the  one  meal  a day  that  the  steamship 
broker  was  paying  for,  we  must  be  on  our  way.  At  the  restaurant 
we  waited  a half  hour  for  other  emigrants  to  finish  eating  so  that  we 
could  have  their  places.  Supper  consisted  of  soup  made  with  tomatoes 
and  paste,  a stew  of  vegetables  and  half -spoiled  goat  meat,  melons  and 
wine.  Poor  little  Ina  was  so  happy  to  find  afterward  that  she  no 
longer  felt  faint ; and  she  said  she  was  glad  she  ifelt  better  because 
she  was  afraid  “they  wouldn’t  want  to  take  a fainty  girl  to  America.” 

The  children  were  fast  learning  the  ways  of  the  city.  At  first 
they  were  as  frightened  at  everything  as  little  wild  rabbits,  and  in 
their  excitement  would  become  so  confused  that  they  were  in  danger 
of  losing  their  lives  any  minute.  Once  little  Concetta  begged  to  be 
taken  indoors:  “All  this  noise  makes  my  head  as  big  as  a house.” 
They  learned  very  quickly,  however,  and  their  pop  eyes  sat  more  com- 
fortably in  their  sockets  by  the  end  of  our  two  days  at  Naples. 

When  my  brother  and  I went  to  the  American  office  to  see  about 
our  passports,  we  found  that  there  was  only  one  way  to  manage  the 
complication,  and  this  was  accomplished  when  the  American  consul 


28 


AMERICA  AND  HER  IMMIGRANTS 


arranged  for  us  to  go  without  a passport.  It  was  there  that  we 
learned  of  the  schools  where  they  instruct  emigrants  for  a few  days 
so  that  they  will  be  able  to  answer  correctly  the  simple  questions  put 
to  them  at  Ellis  Island. 

In  the  morning  early,  after  breakfast,  we  gathered  our  baggage  and 
left  the  hotel.  All  the  way  to  the  broker’s  offices  we  were  beset  with 
fruit  venders  and  others  who  had  “ indispensables  ” to  sell.  When 
we  got  there,  the  first  thing  to  see  to  was  the  separation  of  the  hand 
baggage  from  the  hold  baggage ; it  was  then  opened,  inspected,  and 
numbered  by  the  American  agent,  then  by  the  port  health  authorities, 
then  received  and  receipted  for  by  the  company’s  agent.  That  accom- 
plished, we  had  to  fall  over  trunks,  bags,  and  people’s  feet  getting  our 
party  to  a small  steamer  which  took  us  to  the  fumigating-station 
across  the  harbor.  Again  there  were  thieves.  One  of  the  sneaking 
Neapolitans  came  up  to  me  and  said  that  we  didn’t  need  to  go  to  the 
fumigating  station. 

‘ ‘ Is  that  so  ? ” said  I.  ‘ ‘ How  can  we  avoid  it  ? ” 

‘ ‘ I know  some  men  who  will  put  on  the  same  labels  over  here,  and 
no  one  will  know  you  have  hot  been  there.  ’ ’ 

While  he  was  telling  me  how  much  the  labels  would  cost  us,  my 
brother,  who  had  overheard,  succeeded  in  getting  an  officer  to  take 
charge  of  him.  This  was  the  second  good  turn  that  my  brother  did 
the  poor  emigrants,  but  there  were  plenty  more  of  the  kind  to  do. 

The  next  thing  was  vaccination.  And  we  heard  a voice  behind 
us  say: 

‘‘For  a lire  I’ll  tell  you  how  to  keep  from  getting  a sore  arm.” 
Carlo  gave  him  a lire,  and  this  was  his  recipe : 

“When  the  doctor  vaccinates  you,  rub  your  shirt  sleeve  down  over 
the  scratched  place  quickly,  then  suck  them.  He  will  not  stop  you.” 
Our  whole  party  escaped  sore  arms  from  following  his  instruction. 

But  this  smooth  thief  had  something  else  in  store.  He  wanted  us 
to  go  with  him  to  get  * ‘ something  nice  to  eat ; ” we  knew  his  game  and 
didn’t  go.  Then  Jie  threatened  to  tell  the  officials  that  we  had  fraud- 
ulent labels  on  our  baggage,  and  we  were  able  to  tell  him  that  we  had 
had  his  friend  the  culprit  accompanied  away  from  the  scenes  by  a 
“nice”  uniformed  man.  The  thief  disappeared  so  quickly  that  we 
couldn ’t  see  the  direction  in  which  he  ran. 

Other  thieves  were  warning  the  emigrants  that  they  must  change 
their  money  into  drafts.  Of  course  they  had  plenty  of  drafts  on  hand 
which  they  would  be  glad  to  exchange,  and  the  emigrant  was  again 
the  loser. 

We  talked  to  some  people  who  were  about  to  take  the  eye  treatment. 
We  asked  what  it  was,  and  they  told  us  that  the  doctor  could  put  some- 
thing in  their  eyes  that  took  away  the  diseased  look.  The  effect  of 
this  medicine  would  last  until  they  got  through  Ellis  Island.  We 


HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


29 


found  that  by  ‘ ‘ paying  some  money  to  somebody  ’ ’ — how  often  we  heard 
that  phrase — almost  anyone  could  get  smuggled  into  the  country 
through  some  port  or  other,  mostly  through  Canada. 

It  was  a motley  stream  of  men,  women,  and  children  that  struggled 
up  the  gangplank  of  the  Prinzessin  Irene ; people  from  every  part  of 
Italy,  but  by  far  the  most  from  the  southern  parts.  Some  were  stag- 
gering under  the  weight  of  their  luggage,  and  even  the  little  tots 
were  carrying  baskets  of  fruit,  wine,  and  cheese  forms  that  were  almost 
as  big  as  their  little  bodies.  The  party  soon  became  scattered  in  every 
direction,  and  we  were  forced  to  sit  on  our  bundles  until  the  bunks 
could  be  assigned.  Babies  were  crying,  men  were  pacing  about  as 
though  they  had  lost  their  minds,  and  the  women  were  nervous  and 
noisy. 

In  a low-ceilinged  space  about  the  size  of  six  ordinary  rooms  there 
were  beds  for  195  persons:  214  women  and  children  occupied  them. 
The  beds  were  two-tiered  and  arranged  much  the  same  as  in  the 
steamer  to  Messina.  Bags  of  straw  or  grass  served  as  mattresses,  and 
there  were  no  pillows.  As  each  person  came  past  the  store-room  at 
the  entrance  she  was  given  a blanket,  which  served  the  purposes  of 
all  bed  clothing  and  many  other  things  besides.  Rolled  up  in  each 
blanket  were  a fork,  spoon,  tin  cup  and  long  pan,  to  serve  as  our 
eating  utensils.  When  my  brother  reached  his  compartment,  his  183 
sleeping-companions  were  either  taking  their  shoes  from  their  blistered 
feet  or  tuning  up  on  their  guitars  and  mandolins.  The  air  was  suffo- 
cating all  over  the  steerage  deck. 

With  this  condition  inside,  bumboats  surrounding  the  ship  selling 
melons,  candy,  brushes,  razors,  mirrors,  seasickness  charms,  toothache 
and  stomach-ache  medicine,  knives,  and  numberless  other  articles 
“good  for  the  journey,”  it  was  glorious  to  look  out  and  up  and  see 
the  great  Vesuvius  in  all  her  purple  majesty  standing  erect  against  the 
warm  glow  of  the  sunset  sky.  We  watched  until  even  her  outlines 
grew  faint. 

From  the  time  we  boarded  the  ship  there  had  been  a continuous 
clamour,  some  people  complaining,  some  shouting,  some  crying  with 
hunger,  others  thumping  on  their  tambourines.  Food  was  now  on 
the  way.  From  the  steerage  galley,  the  cooks  and  stewards  began  to 
lug  great  tanks  of  food  and  baskets  of  bread.  The  tanks  were 
enormous  tin  things  holding  about  twenty-five  gallons  each.  From 
one  we  got  a ladleful  of  macaroni,  from  another  a chunk  of  beef, 
from  a third  red  wine,  from  a fourth  boiled  potatoes,  and  lastly 
hunks  of  bread  from  the  baskets.  One  person  was  supposed  to  collect 
enough  food  for  six,  distribute  it,  then  gather  and  wash  the  dishes 
when  the  meal  was  finished.  Tanks  of  cold,  running  sea  water  were 
provided  for  the  purpose,  and,  needless  to  say,  it  was  impossible  to 
get  the  dishes  clean  enough  to  make  them  fit  to  use  for  a second 


30 


AMERICA  AND  HER  IMMIGRANTS 


meal.  The  food  itself  was  as  good  as  most  of  the  Italians  get  at  home, 
but  the  manner  in  which  it  was  thrown  together  made  a sickening 
mess  of  it. 

At  the  end  of  the  meal  most  of  what  was  left  on  the  plates  was 
thrown  carelessly  about  the  deck,  so  that  one  needed  to  be  careful  not 


These  scenes  were  taken  of  the  steerage. 

(From  Brandenburg:  “Imported  Americans,”  by  permission  of  the  publisher, 
P.  A.  Stokes  Co.) 

to  slip  on  a bit  of  macaroni  or  potato.  The  night  was  hot,  the  com- 
partments noisy,  and  the  air  foul.  After  I had  tried  in  vain  to  rest,  I 
slipped  quietly  out  on  the  deck  where  I found  my  brother  had  already 
posted  himself,  and  there  we  slept  by  dozes  until  the  deck  hands  began 
stirring  about  the  ship  in  the  morning.  The  filth  that  some  of  the 


HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


31 


dirty  travellers  accumulated  in  attempting  to  wash  their  dishes  at 
their  beds,  by  pouring  a drinking  cup  full  of  water  over  them,  and 
other  such  effort-saving  devices,  is  indescribable. 

By  the  second  day  the  old  ship  was  beginning  to  roll.  Shorter 
and  shorter  grew  the  food  lines,  and  greater  and  greater  became  the 
risk  of  life  on  deck.  How  sick  those  poor  people  were ! They  expected 
it,  and  made  no  efforts  to  ward  it  off ; but  there  was  no  cure.  The 
women  were  lying  flat  about  the  deck,  and  the  children  wailing  at 
the  top  of  their  voices.  Many  thought  they  were  surely  going  to  die. 
Boys  would  sit  perched  up  any  old  place  near  their  mothers,  and  the 
ghastly  green  look  that  came  over  their  faces  made  any  thought  of 
food  perish  at  one  glance.  Little  Ina  was  most  pathetic.  She  was 
lying  with  her  head  on  Carlo’s  shoulder,  trying  to  conceal  her  sobs. 
When  I asked  her  what  was  the  matter,  she  said, 

“Oh,  I’m  so  all  sicked,  and  I’ll  die,  an’  they’ll  trow  me  oberboard, 
and  I never  see  my  gamma  nor  nobody  adain.” 

Often  we  were  gazed  upon  by  the  cabin  passengers,  who  thought 
the  sight  “ disgusting.  ’ ■ One  day  as  my  brother  stood  on  the  steerage 
deck,  four  first  cabin  passengers — all  native  Americans — came  and 
looked  down  at  him.  This  is  what  he  overheard  one  of  them  say  to  his 
friends : ‘ ‘ Why  do  they  permit  such  people  to  come  into  our  country , 
they  are  a menace  to  our  civilization.  Look  at  that  fellow,”  pointing 
to  my  brother.  ‘ ‘ What  a villainous  face  he  has ! I ’ll  bet  he ’s  a crim- 
inal with  a record  a mile  long  in  Italy,  and  that  he  will  add  to  it  in 
America.”  The  sad  part  was  that  my  brother  dared  not  give  away 
our  secret  by  answering  their  haughty  remarks. 

At  Gibraltar,  which  we  reached  on  Monday  morning,  our  crowd 
was  enlarged  by  Spaniards,  Portuguese,  and  a Moor  or  two.  Our  stop 
there  also  gave  a chance  for  a few  purchases  from  bumboat-men,  and 
refreshments.  From  then  on  for  ten  long  days  the  voyage  was  one 
drawn-out  woeful  affair.  The  seasickness  grew  worse  than  ever,  and 
the  whole  compartment  was  almost  unbearable  with  its  stench,  its 
noise,  and  its  foulness  beyond  description.  And  yet  the  cost  of  cabin 
passage  was  only  twice  as  much  as  steerage.  It  is  not  hard  at  this  rate 
to  see  on  which  class  the  steamship  companies  make  the  most  money. 

The  hour  finally  came — for  days  we  had  been  counting  hours  until 
we  would  land — when  cooped  up  in  a barge  we  waited  to  be  picked  up 
in  our  turn  and  ferried  across  to  Ellis  Island.  We  saw  all  the  races  of 
Europe  go  by  in  the  ferry  before  we  heard  the  call  at  last:  “All 
ready  for  the  last  Irenes!” 

What  a strange  motley  of  Old  World  humanity  streamed,  again 
with  their  baggage,  out  of  the  barge  onto  the  quay!  An  interpreter 
half  way  up  the  stairs  to  the  building  shouted  to  us  to  have  our  health 
tickets  ready,  by  which  we  knew  that,  late  though  it  was,  we  would 
pass  through  Ellis  Island  that  night. 


32 


AMERICA  AND  HER  IMMIGRANTS 


The  registry  floor  was  divided  into  two  parts,  almost  alike,  so  that 
two  shiploads  could  be  handled  at  one  time.  At  the  corner  of  a railed- 
off  aisle,  a doctor  looked  each  of  us  over,  paying  particular  attention 
to  eyes  and  head,  occasionally  putting  a chalk  mark  on  the  lapel  of  a 
coat,  and  passed  us  on.  Another  doctor  along  the  aisle  examined  the 
eyes  with  a small  instrument,  turned  back  the  lids,  and  used  disin- 
fectants. The  disease  of  the  eyes,  called  trachoma , is  very  contagious 
and  the  reason  for  many  refusals  at  our  ports.  Some  cases  they 
attempt  to  cure  in  Ellis  Island,  but  the  permanent  effect  of  the  treat- 
ment is  very  uncertain. 

We  next  passed  a woman  inspector  who  looked  us  over,  and  tried  to 
discover  what  men  and  women  belonged  to  the  same  family.  Here  we 
were  permitted  to  sink  down  on  wooden  benches  until  we  were  called 
for  the  next  process.  My  brother  and  I hurried  in  ahead  of  the  rest  of 
our  group  so  as  to  be  through  to  receive  them  and  keep  the  party 
together.  We  were  passed  as  “New  York  Outsides’ ’ for  the  reasons 
that  our  papers  were  all  straight,  we  had  enough  money,  had  been 
passed  by  the  doctors,  and  were  destined  for  New  York.  Besides  the 
“New  York  Outsides,”  are  the  “New  York  Detained, ’’who  are  held 
awaiting  the  arrival  of  friends  or  relatives;  the  “Railroads,”  who  go 
to  the  stations  for  shipment  outside  New  York;  and  the  “Special 
Inquiry”  class,  who  are  held  for  further  examinations  and  possible 
return. 

We  did  not  know  what  was  meant  by  the  “Stairs  of  Separation” 
until  four  of  the  members  of  our  party  waved  good-byes  as  they  went 
down  one  of  the  three  stairways.  This  was  the  place,  we  knew  then, 
that  Carlo  and  Antonio  got  separated  when  they  had  come  six  years 
before;  their  work  was  in  different  places,  and  they  were  sent  direct. 
If  this  seems  heartless,  it  is  not  hard  to  see  why  it  is  necessary,  for 
the  sad  partings  would  cause  endless  confusion  and  delays,  and  do  no 
good. 

By  confessing  to  the  authorities  our  real  identity,  we  were  given 
the  special  privilege  of  having  our  group  released  so  that  we  could 
be  with  them  to  see  their  first  impressions  of  America  and  of  its 
greatest  city,  New  York,  and  then  send  them  on  their  way  properly 
fed  and  refreshed. 

When  we  reached  our  home,  a letter  awaited  us  which  delighted  the 
hearts  of  all.  Antonio  had  soon  been  released  from  the  police,  had 
surprised  his  parents  at  Gualtieri,  given  the  townsfolk  another  occasion 
for  a festival ; and  he  now  wrote  that  he  had  persuaded  his  father  and 
mother  to  come  back  with  him  as  soon  as  they  could  get  ready.  They 
are  to  bring  with  them  Carlo’s  bride-to-be,  whom  we  did  not  see  and 
heard  little  of.  When  they  come,  they  will  find  Carlo  in  a prosperous 


HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA 


33 


situation  at  cabinet-making — the  trade  he  learned  before  he  first  left 
Gualtieri.  He  is  spending  his  evenings  making  household  furniture, 
and  we  are  already  looking  forward  happily  to  his  wedding.* 


To  the  Teacher : Expense  prohibits  the 
insertion  in  this  pamphlet  of  sufficient 
pictures  to  illustrate  Italian  life.  We 
suggest  that  you  refer  your  pupils  to 
geographies  at  their  disposal  for  addi- 
tional illustrations. 

Did  you  enjoy  the  story?  WThat  parts  were  most  interesting  to 
you  ? 

Do  you  now  understand  why  Italians  come  to  America  to  live  ? Do 
you  think  you  should  want  to  come  if  you  were  an  Italian?  Have 
you  a pretty  good  idea  of  the  way  some  Europeans  live  in  their  home 
countries  ? 

To  the  Teacher : Following  the  read- 
ing of  the  story,  have  a brief  and  general 
class  discussion  of  such  questions  as  these. 

Here  are  the  questions  that  we  asked  you  to  keep  in  mind  while 
reading  the  story.  See  if  you  can  answer  them  now.  If  you  are  unable 
to  do  so,  go  back  and  read  through  the  story  again. 

QUESTIONS  ON  “HOW  CARLO  AND  HIS  FAMILY  CAME  TO  AMERICA” 

1.  Give  five  reasons  why  Italians  come  to  America  to  live.  Which 
do  you  think  is  the  reason  that  the  greatest  number  come? 

2.  Do  you  think  these  Italians  will  make  good  Americans? 

3.  What  are  the  important  differences  between  the  way  Italians 
live  and  the  way  native  Americans  live? 

4.  If  you  had  control  over  immigrant  steamship  lines,  what 
changes  would  you  make  in  the  ‘ ‘ steerage  ’ ’ ? 

5.  What  does  the  Italian  government  think  about  thousands  of  its 
people  coming  to  America  ? What  should  it  do  to  insure  better  treat- 
ment on  the  way  of  those  who  come? 

6.  Do  you  feel  that  the  Italians  who  come  over  here  will  become 
a real  part  of  America?  Are  there  things  that  they  can  teach  us  as 
well  as  things  that  we  can  teach  them  ? 

To  the  Teacher:  We  suggest  that  in 
the  general  class-discussion  the  basic  map- 
location  work  on  Italy  be  done.  Such 
questions  as  the  following  should  be  an- 
swered : 

♦The  material  for  this  story  has  been  drawn  from  a true  account  of  the 
actual  experiences  of  Mr.  Broughton  Brandenburg,  written  up  in  his  book 
called  “Imported  Americans,”  published  in  1902  by  F.  A.  Stokes  & Company, 
New  York.  Our  account  has  been  written  by  our  editorial  assistant,  Miss  Marie 
Gulbransen.  We  should  like  to  express  our  sincere  appreciation  to  both  author 
and  publishers  for  permission  to  adapt  the  theme  and  use  some  of  the  illustra- 
tions for  the  purposes  of  this  pamphlet. 


34 


AMERICA  AND  HER  IMMIGRANTS 


1.  What  was  the  principal  city  in  each  of  the  two  regions  that  the 
Americans  and  Carlo  visited  before  they  went  to  Carlo ’s  home  ? Point 
to  them  on  the  wall  map. 

2.  What  kind  of  work  were  the  people  doing  in  these  areas  ? 

3.  How  is  the  southern  part  of  Italy  spoken  of  ? In  what  respects 
does  it  resemble  the  southern  part  of  the  United  States  ? 

4.  On  what  Island  was  Carlo’s  home  situated?  What  is  the  great 
industry  of  this  Island? 

5.  Name  and  point  out  on  the  wall  map  the  chief  places  visited  by 
the  writers  of  the  story? 

6.  What  do  you  remember  about  Naples?  Point  to  it  on  the 
wall  map. 

7.  How  could  a great  deal  of  expense  and  disappointment  be  saved 
the  immigrants  ? Whose  duty  is  it  to  make  the  change  ? 

8.  What  is  the  greatest  port  of  embarkation  in  the  world  ? 

9.  What  does  it  cost  the  emigrants  to  travel  to  America  in  com- 
parison with  what  it  costs  the  cabin  passengers  ? 


JJg.  SOME  FACTS  ABOUT  ITALY  AND  IMMIGRATION. 

To  the  Teacher : With  the  background 
of  Italian  emigration  as  told  through  the 
story  of  Carlo  the  pupils  will  need  an- 
other lesson  on  the  topography  and  indus- 
tries of  Europe.  Choose  in  the  geography 
book  you  are  using  a physical  map  of 
Italy,  a population  map,  and  if  possible 
maps  showing  chief  products  of  Europe. 

From  the  story,  do  yon  remember  that  Carlo  travelled  from  the 
country  around  Naples  to  Rome,  then  down  into  the  heel,  then  west  to 
the  toe,  and  over  to  his  home  village  near  Messina?  On  the  map  of 
Europe  find  the  railroad  line  in  which  this  journey  was  taken. 

Why  do  these  railroads  follow  the  coast  line?  Why  do  they  not 
cut  straight  down  the  east  coast  by  the  shortest  route  ? 

Now  find  a physical  map  of  Europe  and  see  how  the  mountains  on 
the  north  of  Italy,  the  Alps,  swing  round  to  the  south  and  so  join  the 
Apennines.  The  Apennines  in  turn  take  up  most  of  the  surface  of  this 
boot-like  peninsula,  extending  to  the  very  toe,  and  continuing  over  on 
the  island  of  Sicily,  where  Carlo  lived.  It  makes  one  wonder  how  it 
ever  happened  that  this  island  became  separated  from  the  peninsula. 
Just  the  narrow  Strait  of  Messina  lies  between. 

Turn  back  to  Fig.  3,  what  country  sent  the  largest  number  of  immi- 
grants in  1921 ? 

On  a physical  map  of  Europe  in  your  geography  book,  find  out 
in  what  parts  of  Europe  are  the  broad  low  lands?  How  would  you 
describe  the  elevation  of  the  land  in  Italy?  What  do  you  think  the 
“lay  of  the  land”  has  to  do  with  the  agriculture  of  the  country?  What 
relation  do  you  think  there  would  be  between  the  mountainous  country 
in  southern  Italy  and  the  great  amount  of  emigration  from  there  ? 

Study  Fig.  2.  What  is  the  most  important  conclusion  you  can  get 
from  this  map? 

From  Fig.  2,  find  the  regions  from  which  we  receive  the  smallest 
number  of  immigrants.  Notice  that  the  province  of  Umbria  is  in  the 
heart  of  the  Apennine  Mountains.  If  your  geography  has  a map  which 
shows  the  amount  of  population  in  Italy,  you  will  notice  immediately 
that  this  region  has  the  fewest  number  of  inhabitants.  Shepherds  take 
theii\  flocks  up  the  mountains  for  pasture  in  the  summer  in  this  prov- 
ince, and  come  down  into  the  warmer  valleys  as  the  weather  grows  cold. 
The  country  is  too  mountainous  to  support  many  people,  and  the 
scanty  population  which  live  there  are  shut  off  from  the  news  of  the 
world.  Very  few  indeed  can  read,  and  doubtless  few  indeed  have  heard 
of  America.  So  not  many  have  come  to  America  from  there. 

Find  the  area  occupied  by  Lombardy,  Venetia,  and  Liguria.  What 
great  river  valley  do  we  find  here?  Use  your  population  map  of  Italy 


36 


AMERICA  AND  HER  IMMIGRANTS 


again.  Notice  that  Italy’s  densest  population  is  found  here.  In  fact 
about  as  many  people  live  here  as  anywhere  in  Europe; — over  250  to 
the  square  mile!  Italy,  smaller  than  Iowa  and  Missouri  together,  is 
the  home  of  36,000,000  people.  Six  times  as  many  people  as  Iowa  and 
Missouri  have ! How  does  it  happen  that  this  section  of  densest  popu- 
lation does  not  send  us  many  immigrants? 

There  are  two  important  reasons  which  gives  us  a partial  answer  to 
our  question.  Study  the  physical  map  in  your  geography.  Notice  this 
broad  valley  watered  by  the  Po  River  which  has  flowing  into  it  many 
small  streams  from  the  mountains  of  the  north — the  Alps,  and  the 
mountains  of  the  south — the  Apennines.  What  kind  of  farming  land 
do  you  think  you  would  find  in  the  Po  Valley?  Very  rich  fertile  soil 
indeed,  like  that  of  our  own  Mississippi  River  Valley.  Like  it,  the 
Po  Valley  has  been  built  up  from  the  sediment  carried  down  by  these 
rivers.  In  another  way  the  Po  Valley  is  like  the  Mississippi  River 
Valley.  It  was  formerly  an  arm  of  the  Adriatic  Sea  which  has  been 
lifted  and  built  up  until  today  it  is  a fertile  valley  above  sea  level. 

Here  Italian  peasants  are  working  on  lands  owned  by  a few  great 
landlords.  Their  living  is  easier  than  that  experienced  by  the  southern 
Italians,  however,  and  more  and  more  they  are  beginning  to  own  the 
land  they  till. 

The  wealthy  lords  and  upper  class  of  this  northern  section  of  Italy 
are  very  industrious  and  northern  Italy  has  become  a great  manufac- 
turing region.  They  have  improved  the  farms,  put  in  irrigation  where 
it  was  found  profitable,  and  have  assisted  tenants  in  adopting  new  and 
improved  farm  machinery  and  methods. 

These  rich  and  powerful  men  have  also  established  industries 
throughout  this  section.  The  lack  of  coal  has  been  met  by  using  the 
water  power  furnished  by  the  many  mountain  streams  which  join  the 
Po  River.  Turin  and  Milan  and  Venice  are  the  largest  of  the  manu- 
facturing centers  that  have  grown  up  here.  (Find  these  cities  on 
your  map.  How  are  these  centers  in  the  Po  Valley  tied  together?) 

The  development  of  the  Po  Valley  means  that  the  many  people  of 
this  section  can  find  work  in  the  textile  mills,  the  mills  where  automo- 
biles or  machinery  or  locomotives  are  made,  working  in  the  great 
export  and  import  centers  of  Genoa  and  Venice,  or  on  the  railroads 
which  connect  this  fertile  and  industrial  valley  with  Europe  and  its 
ports.  Notice  that  there  are  four  of  these  large  railroad  trunk  lines 
which  lead  northward.  Each  of  these  is  using  tunnels  through  the 
mountains  or  natural  passes.  Try  to  find  these  on  your  map. 

You  see  now  that  the  northern  Italian  has  a great  choice  of  work, 
and  more  opportunity  for  work  than  has  the  southern  Italian.  This 
helps  to  explain  the  large  immigration  from  the  southern  section  and 
the  very  small  immigration  from  the  northern  section.  There  still 
remain  other  reasons  which  you  will  learn  about  later. 


IV.  AMERICA— THE  HOME  OF  MANY  NATIONALITIES. 


The  next  picture  portrays  in  a very  interesting  way  the  fact  that 
America  is  a country  of  many  nationalities.  Fig.  1 (p.  3)  showed 
this  fact,  too. 


TWENTY-FIVE  NATIONALITIES  IN  A NEW  YORK  EVENING  SCHOOL 

American,  Armenian,  Austrian,  Bohemian,  Cuban,  Dane,  Dutch.  Fin- 
lander, French,  German,  Greek,  Hungarian,  Irish,  Italian,  Japanese,  Mexican, 
Norwegian,  Pole,  Roumanian,  Russian,  Scotch,  Slovak,  Spanish,  Swede,  Swiss. 
Can  you  tell  them  apart? 

(From  Steiner:  “On  the  Trail  of  the  Immigrant,”  by  permission  of  publisher, 
Revell  & Co.) 

All  of  these  men,  representing  26  nationalities,  are  Americans  now. 
But  at  one  time  each  lived  in  some  foreign  country.  They  have  all 
experienced  the  trials  of  the  “ steerage,’ ’ of  the  inspection  at  Ellis 
Island,  of  locating  a suitable  living  place,  of  finding  a job  at  which 
they  could  earn  a living,  and — worst  of  all — the  terror  and  loneliness 
of  life  in  a strange  land.  What  differences  there  are  in  their  appear- 
ances! Yet  they  are  all  a real  part  of  America.  They  have  homes 
here;  probably  many  of  them  have  families  here.  They  vote  like 
native-born  Americans  do ; they  help  choose  the  mayors  and  aldermen 
of  our  cities,  the  governors  of  states,  the  representatives  in  state  legis- 
latures, and  the  Congressmen  and  the  Senators  at  Washington. 

Of  course  they  cannot  vote  when  they  first  come  to  America.  They 
must  live  here  five  years.  At  the  end  of  that  time,  provided  they  are 
able  to  answer  a few  simple  questions  about  our  history  and  govern- 
ment, they  receive  what  are  called  “naturalization  papers.”  These 


Canada  t EUROPE 


38 


AMERICA  AND  HER  IMMIGRANTS 


immigrants  that  entered  the  United  States  in  1921  from  different  countries 


AMERICA — THE  HOME  OF  MANY  NATIONALITIES 


39 


make  them  full  citizens  of  the  United  States  with  all  the  rights  and 
privileges  of  native-born  Americans.  So  you  see  that  merely  coming 
over  here  and  being  admitted  to  America  doesn’t  make  one  an  Amer- 
ican. We  will  learn  more  about  this  in  a later  lesson.. 

To  the  Teacher:  You  will  find  the 
naturalization  process  completely  dram- 
atized in  the  pamphlet  on  Immigration 
for  Grade  Nine. 

Who  could  ask  for  a finer  illustration  than  Fig.  3 gives  of  the 
fact  that  America  is  the  magnet  for  the  humanity  all  over  the  world 
that  need  a chance  to  live  better  lives?  Thirty -four  different  nations 
sent  people  here  in  1921.  Which  four  countries  sent  the  most?  Which 
four  tKe  least? 

Why  is  the  arrow  that  points  to  New  York  so  heavy?  Why  does 
not  the  great  continent  of  South  America  send  more  people?  Why 
does  not  Australia? 

Point  to  the  six  countries  in  the  wall  map  that  sent  the  largest 
number. 

’ In  what  two  ways  are  the  number  of  immigrants  shown?  What 
is  the  purpose  of  the  black  bars  opposite  the  name  of  each  country? 
Which  tells  you  the  more  clearly  how  many  immigrants  came  here  in 
1921  from  the  different  countries — the  table  of  numbers,  or  the  bars? 

The  set  of  bars  is  called  a BAR-GRAPH. 

What  do  you  think  the  lengths  of  the  bars  stand  for?  We  need 
to  learn  how  to  read  a BAR-GRAPH  when  the  numbers  are  not 
given,  and  we  also  need  to  know  how  to  make  graphs.  Much  use  is 
made  of  graphs  nowadays.  The  newspapers  and  magazines  print  them 
frequently  when  it  is  necessary  to  express  numbers  or  percentages. 
School  books  use  them,  too.  In  the  social  studies  pamphlets  we  shall 
have  many  of  them.  So  we  must  learn  how  to  read  them  and  to 
make  them. 


Let  us  look  at  Fig.  4.  How  many  immigrants  came  to  America  in 
1920  from  Asia?  How  many  from  China?  From  Japan?  From 
India? 

Look  up  each  of  these  countries  in  your  geography  and  be  able  to 
point  to  them  on  the  wall  map. 

Why  do  you  think  so  few  come  from  Asia  to  America  to  live,  when 
so  many  come  from  Europe?  We  are  going  to  study  this  matter  care- 
fully after  a while. 

From  a map  of  the  world  tell  which  is  farther  from  United  States, 
Germany  or  Japan?  About  how  many  miles  distant  is  each?  Is 
England  or  India  the  farther?  South  Africa  or  Argentina?  Norway 
or  the  Philippines? 


40 


AMERICA  AND  HER  IMMIGRANTS 


HOW  TO  READ  THE  SCALE  ON  A GRAPH. 

At  the  top  of  the  diagram  is  a horizontal  line  labeled  “The  Scale.” 
How  is  it  marked  off  ? 

What  do  these  markings  mean  ? 

If  the  figures  were  not  printed  beside  the  bars,  could  you  tell  how 
many  people  came?  How  accurately  could  you  tell? 


Total  Immigration 


605,228 


~r^i e Scale. 


Europe  652,364 1 

Canada  72,317  | 


Mexico 

30,758  | 

Asia 

25,034  | 

West  Indies 

13,774 1 

South  America 

5,015  | 

Central  America 

2,254  | 

Australia 

2,191  | 

Africa 

648  | 

Number  of  immigrants  who 
entered  the  United  States  in  1920 
from  Europe,  Asia,  South  Amer- 
ica, Central  America,  Canada, 
Australia,  Africa. 


Fig.  4 


Who  can  tell  the  class  how  to  make  a BAR-GRAPH?  We  will 
not  take  the  time  now,  but  later  we  will  learn  how  to  do  it  more  care- 
fully. One  of  your  lessons  this  year  is  to  learn  how  to  make  and  read 
tables  and  graphs. 

Now  turn  to  a good  large  map  in  your  geography  book. 

How  can  you  tell  distances  on  it? 

Scale  of  statute  miles 

0 10  50  100  150  200  250 


This  illustrates  how  the  scale 
on  a map  appears.  Look  for 
the  scale  on  each  map  you  see. 

Fig.  5 

Do  you  find  a scale  marked  off  in  the  lower  corner  that  looks 
something  like  the  illustration  in  Fig.  5. 


AMERICA THE  HOME  OF  MANY  NATIONALITIES 


41 


How  many  miles  does  the  note  say  each  inch  represents? 

Put  your  ruler  on  the  scale  and  see  how  many  inches  represent 
250  miles  on  the  map. 

How  many  miles  is  it  around  the  whole  earth  ? 

If  you  do  not  know,  find  out  from  a globe  in  your  school-room. 
Look  for  the  scale  and  then  figure  up  the  total  distance  around  the 
world.  How  far  is  it  half  way  around  ? A quarter  way  around  ? 

Can  you  find  out  from  your  geography  book  the  distances  of  the 
different  countries  from  the  United  States?  (If  you  have  a copy  of 
Dodge’s  Advanced  Geography,  you  will  have  no  difficulty  in  getting 
this  information.) 


V.  WHAT  ARE  THE  DIFFERENCES  IN  NATIONALITIES 
BETWEEN  THE  OLD  COUNTRIES  AND  THE  NEW? 


One  of  the  things  that  astonished  Carlo’s  Italian  group  most  as 
they  went  about  in  New  York  City  was  the  number  of  different  nation- 
alities they  found  represented  among  the  people.  Instead  of  finding 
the  population  of  one  type,  one  complexion,  of  one  language,  and  with 
similar  traits,  they  encountered  Bulgarians  and  Chinese,  Bohemians 
and  Jews,  Germans,  Englishmen,  Frenchmen,  and  occasionally  a 
native  American.  In  the  street  cars,  in  the  stores  and  churches,  shops, 
factories — wherever  they  went,  there  was  this  same  mixture  of  nation- 
alities. New  York,  more  than  any  big  city  of  the  world,  is  made  up 
of  all  races.  Here  the  people  of  every  land  meet  and  partly  mingle. 
In  other  cities,  especially  where  there  are  factories  and  mills,  there 
is  a similar  variety. 

Everywhere  the  writers  of  our  story  went  while  in  Italy,  they 
found  that  about  99  out  of  every  100  residents  were  native  Italians; 
only  one  per  cent  of  the  people  of  Italy  are  not  native  born.  In 
Scotland  only  one-tenth  of  one  per  cent  are  not  native  born.  If  our 
travelers  had  gone  there,  they  would  have  found  that  999  out  of  1000 
residents  were  Scotchmen.  In  France  there  is  a slightly  larger  pro- 


New  Countries  with  many  Foreign  Born 


Argentina  25 A%  1895 


Canada  21.4%  1911 
Australia  17.1%  1911 
United-States  13.0%  1910 


France 

2.9%  1911  ■ 

Germany 

1.9%  1910  | 

Sweden 

039%  1910  | 

Italy 

0.20%  1911  | 

Old  Countries  with  very  few  Foreign  Born 


tig.  (o.  Old  countries  have  few  foreign 
born.  New  countries  have  many. 

The  length  of  the  bars  show  the 
percent  of  the  country’s  population 
that  is  foreign  born.  Note  how  differ- 
ent new  countries  are  from  the  old  ones. 


(l)  Percent  based  on  total 
population  including  negroes 
Dom  in.  U.5. 


portion  of  foreign-born : 3 out  of  100 ; 97  per  cent  are  native  French- 
men, and  most  of  these  trace  their  French  ancestry  back  for  gen- 
erations. 

The  only  countries  besides  the  United  States  that  have  a large 
percentage  of  foreign  born  are  the  “new”  countries — Argentina  and 
Brazil  in  South  America,  Canada  in  North  America,  and  Australia, 
an  English  possession  south  of  China. 


DIFFERENCES  IN  NATIONALITIES 


43 


Fig.  6 shows  the  difference  in  the  make-up  of  the  population  of 
the  old  European  countries  (Asiatic  countries  would  look  similar  if 
they  were  included)  and  of  the  new  countries  of  the  Americas  and 
Australia.  At  a glance  you  can  tell  whether  the  percentage  of  the 
foreign-born  in  each  country  is  large  or  small  by  the  length  of  the 
black  bar.  But  even  in  the  countries  which  have  the  longest  bar,  the 
largest  part  of  the  population  is,  of  course,  native  born.  In  Brazil  it 
is  principally  Spanish,  Portuguese  and  Italian ; in  Australia  and  Can- 
ada, chiefly  English. 

What  per  cent  of  the  population  in  Argentina  are  foreign-born? 
In  Canada?  In  Australia? 

In  the  old  countries  of  Europe,  as  Fig.  6 shows,  nearly  all  the 
people  are  native-born. 

Now,  we  should  remember  that  these  “old”  countries  are  really 
very  old — more  than  a thousand  years  old,  while  the  new  ones  are 
very,  very  young — most  of  them  younger  than  a hundred  years.  See 
Fig.  7.  It  shows  you  on  a TIME  LINE  that  the  history  of  France, 
England,  Germany,  Italy,  and  Sweden  began  over  a thousand  years  ago. 


The  Old  Countries 


England 

France 


6ermany 
Italy  ^ 
Sweden 


*-■  i ' - i I I I 1 — 

A.D.  1000  1100  1200  1300  1400  1500 


1922 

~"r  rr_  l i i 

1600  1700  1800  1900 


This  is  a time  line.  It  helps  you  to 
remember  when  things  happened. 


_L  ^ Argentina 

The  Mew  Australia 

Countries  Brazil 

^ Canada 

UNITED  STATES]  I75&-1825 

Fig.  7 


Although  they  have  been  different  in  size  at  various  times,  and  have 
been  governed  in  different  ways,  they  have  continued  as  nations  to 
this  day.  But  Canada,  Brazil,  Argentina,  Australia,  and  the  United 
States  are  the  newcomers  into  the  family  of  nations.  This  is  an  impor- 
tant point  and  one  we  shall  come  back  to  many  times. 

(Study  how  the  Time  Line  is  made.  One  of  your  tasks  in  this  class 
is  to  make  one  when  we  come  to  talk  more  about  the  history  of  our 
country.) 

There  is  another  difference  in  these  people  of  the  eastern  coun- 
tries of  Europe : they  seldom  leave  the  little  villages  in  which  they 
live.  To  sleep  away  from  their  own  beds  is  almost  unheard  of. 
Of  course  that  is  true  of  some  of  our  native  Americans,  too,  especially 
of  families  who  have  lived  for  generations  in  little  towns  of  New 
England.  But  Americans  on  the  whole  travel  more  than  other  people. 
They  think  much  less  of  going  to  a near-by  city  or  to  another  state,  or 


44 


AMERICA  AND  HER  IMMIGRANTS 


even  across  the  country.  We  shall  read  interesting  examples  of  this 
stay-at-home  life  in  other  lessons,  but  here  is  one  incident  told  by  an 
American  who  was  travelling  in  Austria. 

“Some  twenty  years  ago,  while  travelling  from  Vienna  on  the 
Northern  Railway,  I was  locked  into  my  compartment  with  three 
Slavic  women,  who  entered  at  a way  station,  and  who  for  the  first 
time  in  their  lives  had  ventured  from  their  native  home  by  way  of  the 
railroad.  In  fear  and  awe  they  looked  out  the  window  upon  the 
moving  landscape,  while  with  each  recurring  jolt  they  held  tightly  to 
the  wooden  benches. 

“One  of  them  volunteered  the  information  that  they  were  journey- 
ing a great  distance,  nearly  twenty-five  miles  from  their  native  village. 
I ventured  to  say  that  I was  going  much  further  than  twenty-five  miles, 
upon  which  I was  asked  my  destination.  I replied:  ‘America/  expect- 
ing much  astonishment  at  the  announcement ; but  all  they  said  was : 
‘ ’Merica?  where  is  that?  Is  it  really  further  than  twenty-five 
miles?’  ”* 

People  do  not  move  freely  from  country  to  country  in  Europe  as 
we  move  from  state  to  state  here.  This  helps  to  account  for  the  fact 
that  most  of  the  people  who  live  in  these  older  countries  were  born 
where  they  live.  If  you  went  to  Prague,  you  would  find  Czechs,  with 
perhaps  just  a few  Germans.  If  you  visited  Warsaw  in  Poland,  you 
would  be  surprised  to  find  a person  who  was  not  either  a Pole,  a Ger- 
man, or  a Jew.  If  you  went  to  Lemberg  in  Southern  Poland,  you 
would  meet  a few  Ruthenians,  possibly  an  occasional  German ; but  all 
the  rest  would  be  Poles.  If  they  move  at  all,  they  uproot  their  homes 
entirely  and  move  all  the  way  to  one  of  the  “new”  countries. 

America  has  been  called  the  great  “Melting  Pot”  of  the  world, 
because  it  is  the  great  haven  for  peoples  from  all  the  nations  of  the 
earth.  It  is  a magic  word;  most  of  them  know  little  of  the  country 
before  they  come.  But  when  they  arrive,  they  mix  and  mingle,  and 
finally  become  a real  part  of  our  nation. 

Today  in  the  United  States  every  nation,  every  race,  every  religion, 
every  trade,  is  represented.  There  are  Europeans  and  Asiatics,  dark 
and  light,  swarthy  and  blond;  Catholics,  Protestants,  Jews,  Buddhists, 
Mohammedans,  Anglo-Saxons,  Latins,  Africans,  with  all  sorts  and 
kinds  of  ideals,  prejudices,  hopes,  ambitions,  all  together  in  this  one 
great  land  of  plenty. 

What  will  be  the  result  of  constantly  adding  to  this  mixture  in  the 
melting  pot?  This  is  the  most  important  question  before  the  Amer- 
ican people  today.  All  our  thought  in  these  social  studies  will  revolve 
around  it  in  some  way  or  other. 


*Steiner,  E.  A.: 


‘On  the  Trail  of  the  Immigrant.”  p.  16,  F.  H.  Revell  & Co. 


DIFFERENCES  IN  NATIONALITIES 


45 


In  the  story  of  Carlo  and  his  friends  we  got  a glimpse  of  the 
conditions  in  Italy  that  were  driving  the  people  to  America.  Before 
we  leave  the  subject  we  should  find  out  why  other  Europeans  have 
come  here  in  such  great  hordes. 

Try  to  imagine  yourself  a foreigner  who  is  thinking  of  coming  to 
America.  Place  a check  mark  before  any  of  the  ten  following  phrases 
that  would  make  you  think  of  America  as  “the  promised  land.’’  . 

1.  The  climate  in  America  is  temperate. 

2.  It  is  interesting  to  travel. 

3.  No  one  is  persecuted  for  his  religious  beliefs  in  America. 

4.  Wages  are  much  higher  in  America. 

5.  American  clothes  are  more  attractive. 

6.  No  one  is  forced  to  serve  in  the  army  in  America. 

7.  America  offers  fine  opportunities  for  amusement. 

8.  The  public  schools  in  America  are  free  to  all  people. 

9.  Friends  and  relatives  write  about  “wonderful  America.” 

10.  All  Americans  can  vote  and  hold  office. 

We  have  collected  a number  of  interesting  anecdotes  that  illustrate 
why  immigrants  from  the  different  countries  come  to  America.  As 
you  read  them,  think  about  the  reasons  you  have  checked  in  the  fore- 
going test,  and  see  if  you  would  change  any  of  your  answers. 

REASONS  WHY  IMMIGRANTS  COME  TO  AMERICA  NOW.  WITH  ANECDOTES 

FOR  ILLUSTRATION. 

We,  who  live  in  comfortable  circumstances  in  America,  can  hardly 
believe  some  of  the  descriptions  we  hear  of  the  living  conditions  of 
the  southeastern  Europeans.  It  is  easier  to  understand  why  they  come 
to  a strange  far-off  land  to  begin  life  over  again  after  reading  such 
accounts  as  this  one : 

“In  Hungary  I had  a wife,  two  children,  house,  six  acres  of  land, 
two  horses,  a cow,  two  pigs,  and  a few  poultry.  That  was  my  fortune. 
This  same  land  that  afforded  an  existence  to  my  father  and  grand- 
father could  not  support  us  any  longer.  Taxes  and  the  cost  of  living 
in  the  last  few  years  have  advanced  so  greatly  that  the  expenses  can- 
not be  covered  from  as  much  as  a small  farm  can  yield. 

“[Things  became  worse,  an  early  spring  storm  killed  his  crop,  he 
had  to  buy  his  bread  for  money.]  My  horses  were  killed  from  disease. 
I had  to  sell  my  cow  to  buy  winter  clothes  for  the  family.  There  was 
no  money  to  work  the  land  and  without  horses  and  work  the  land  will 
not  produce.  I had  to  mortgage  my  home.  . . . 

“As  a farm  laborer  in  Hungary  can  earn  only  enough  for  bread 
and  water,  how  is  he  to  pay  the  taxes,  living  expenses,  and  clothing? 
There  was  but  one  hope,  America,  the  golden  land  of  liberty,  where 
the  rivers  and  mountains  are  full  of  gold.  . . . 


46 


AMERICA  AND  HER  IMMIGRANTS 


‘‘We  will  never  go  back  to  Hungary.  It  only  deprived  us  of  our 
home  and  land,  while  in  America  the  soil  covers  our  child.  We  have 
a home,  money,  and  business,  everything  acquired  in  America.  We 
lost  everything  in  Hungary.  We  love  Hungary  as  our  native  land,  but 
never  wish  to  live  in  it  again.”* 


Usually  our  immigrants  come  because  friends  or  relatives  who 
came  before  them,  have  either  written  back  reports  of  the  “wonderful 
land  of  plenty”  across  the  ocean,  or  have  returned  on  visits  and  told 
them  of  the  better  conditions  here.  By  far  the  most  of  them  come 
because  they  can  earn  a better  living  for  themselves,  and  save  money 
to  send  back  to  the  folks  in  the  home-land.  Here  is  an  account  written 
by  a Swedish  farmer : 

“A  man  who  had  been  living  in  America  once  came  to  visit  the 
little  village  near  our  cottage.  He  wore  gold  rings  set  with  jewels 
and  had  a fine  watch.  He  said  that  food  was  cheap  in  America  and 
that  a man  could  earn  nearly  ten  times  as  much  there  as  in  Sweden. 
There  seemed  to  be  no  end  to  his  money ! Sickness  came,  with  only 
black  bread  and  a sort  of  potato  soup  or  gruel  for  food,  and  at  last 
it  was  decided  that  the  older  brother  was  to  go  to  America.  The  first 
letter  from  him  contained  this : ‘ I have  work  with  a farmer  who  pays 
me  sixty-four  kroner  [nearly  $17.00,  for  the  krone  is  worth  about  27 
cents  in  our  money]  a month  and  my  board.  I send  you  twenty 
kroner,  and  will  try  to  send  that  every  month.  This  is  a good  country. 
All  about  me  are  Swedes,  who  have  taken  farms  and  are  getting  rich. 
They  eat  white  bread  and  plenty  of  meat.  One  farmer,  a Swede, 
made  more  than  25,000  kroner  on  his  crop  last  year.  The  people  here 
do  not  work  such  long  hours  as  in  Sweden,  but  they  work  much  harder, 
and  they  have  a great  deal  of  machinery,  so  that  the  crop  one  farmer 
gathers  will  fill  two  big  barns.  ”t 


The  first  of  the  English  colonists — the  Pilgrims  who  landed  at 
Plymouth  in  1620 — came  to  escape  religious  persecution;  they  wanted 
to  live  according  to  their  own  beliefs.  Since  that  time,  hardly  a year 
has  passed  without  great  numbers  coming  to  America  because  it  was 
a land  of  open-mindedness  and  freedom. 

The  story  is  told  of  a Pole  who  settled  in  Chicago  a few  years  ago : 

“He  was  a teacher  in  Warsaw — a specialist  in  teaching  the  Polish 
language.  His  activity  and  success  aroused  the  suspicion  of  Russian 
officials.  They  gave  him  notice  to  quit  and  closed  his  school.  His 
income  was  two  thousand  dollars  a year — a handsome  income  in 
Warsaw.  In  wrath  he  left  the  city  and  came  to  America,  longing  for  a 

♦Park  and  Miller:  “Old  World  Traits  Transplanted,”  pp.  84-85,  Harper  & 
Brothers. 

fGrose,  Howard  B.:  “Aliens  or  Americans?”  pp.  37-38. 


DIFFERENCES  IN  NATIONALITIES 


47 


country  where  he  could  practice  his  art  without  molestation.  He 
could  not  talk  English,  but  began  to  study  it,  and  while  doing  so 
worked  for  a dollar  and  half  a day.  This  exile  still  works,  but  hopes 
to  become  a professor.  His  wife  and  children  are  still  in  the  father- 
land,  but  he  longs  for  the  day  when  he  can  bring  them  to  America,  the 
land  of  freedom,  and  make  this  country  his  permanent  home.”* 


An  editor  of  an  Esthonian  paper  settled  in  New  York  City.  “A 
class  to  study  English  was  organized  in  his  office,  of  which  he  and 
twelve  other  men  were  students.  After  one  of  the  lessons  the  teacher 
sat  conversing  with  the  group  that  was  rapidly  mastering  the  English 
language.  During  the  conversation,  one  of  the  men,  pointing  to  the 
editor,  said:  ‘If  he  goes  back  to  Esthonia,  he’ll  be  shot!’  We  asked,. 
‘Why?’  and  his  offense  was,  that  as  a patriot  he  had  dared  write 
some  articles  against  the  Russian  government  and  its  policy  in  his 
native  country.  To  escape  Siberia  he  came  to  America.”! 


And  here  is  an  account  of  how  a Lithuanian  Russian  happened 
to  come  here: 

“He  tells  how  it  was  the  traveling  shoemaker  that  made  him  want 
to  come  to  America.  This  shoemaker  learned  all  the  news,  and  smug- 
gled newspapers  across  the  German  line,  and  he  told  the  boy’s  parents 
how  wrong  it  was  to  shut  him  out  of  education  and  liberty  by  keeping 
him  at  home.  ‘That  boy  must  go  to  America,’  he  said  one  night. 
‘My  son  is  in  the  stockyards  in  Chicago.’  These  were  some  of  his 
reasons  for  going:  ‘You  can  have  free  papers  and  prayer  books;  you 
can  have  free  meetings,  and  talk  out  what  you  think.’  And  more 
precious  far,  you  can  have  ‘life,  liberty,  and  the  getting  of  happiness.’ 
When  time  for  military  service  drew  near,  these  arguments  for  Amer- 
ica prevailed  and  the  boy  was  smuggled  out  of  his  native  land.  ‘It  is 
against  the  law  to  sell  tickets  to  America,  but  my  father  saw  the 
secret  agent  in  the  village  and  he  got  a ticket  from  Germany  and 
found  us  a guide.  I had  bread  and  cheese  and  vodka  (liquor)  and 
clothes  in  my  bag.  My  father  gave  me  $50  besides  my  ticket.  ’ Bribery 
did  the  rest,  and  thus  this  immigrant  obtained  his  liberty  and  chance 
in  America.  ”+ 


“An  Irish  cook,  one  of  ‘sivin  childher,’  had  a sister  Tilly,  who 
emigrated  to  Philadelphia,  started  as  a greenhorn  at  $2  a week, 
learned  to  cook  and  bake  and  wash,  all  American  fashion,  and  before 


•Roberts,  Peter:  “The  New  Immigration,”  p.  7. 
tRoberts,  Peter:  Op.  cit.,  p.  7. 

tGrose,  Howard  B.:  “Aliens  or  Americans?”  p.  36. 


48 


AMERICA  AND  HER  IMMIGRANTS 


a year  was  gone  had  money  enough  laid  up  to  send  for  the  teller  of 
story  [her  sister,  the  cook].  The  two  gradually  brought  over  the  whole 
family,  and  Joseph  owns  a big  flour  store  and  Phil  is  a broker,  while 
his  son  is  in  politics  and  the  city  council,  and  his  daughter  Ann  (she 
calls  herself  Antoinette  now)  is  engaged  to  a lawyer  in  New  York. 
That  is  America’s  attractiveness  and  opportunity  and  transformation 
in  a nutshell.”* 


Was  the  United  States  wise  to  allow  the  man  who  wrote 
the  following  letter  to  enter  our  country  ? 

‘ ‘ I have  been  already  ten  years  in  the  blessed  country,  where  there 
are  no  passports. 

“I  am  doing  honest  labor  as  a machinist’s  assistant.  In  Russia  I 
was  a plain  criminal.  Yes,  a criminal.  I am  openly  saying  so,  for 
that  was  in  my  far-away  past.  And  it  seems  to  me  that  I am  speaking 
not  of  myself,  but  of  another  unfortunate  man,  whom  circumstances 
made  a thief  and  a forger.  ...  I knew  well  what  the  criminal 
prison  means.  . . . America  accepted  me  as  I was.  America  gave 

me  a chance  to  stand  on  my  own  feet.  I was  taken  in  with  my  shame- 
ful past,  as  if  I were  equal  to  the  best.  And  I have  repaid  America 
with  respect  that  only  death  itself  can  take  away  from  my  heart. 

“Excuse  me  for  not  signing  my  name.  My  Russian  name  I have, 
indeed,  thrown  out  together  with  my  Russian  past,  and  as  to  my 
American  name  it  is  a clean  one,  and  is  not  guilty  for  the  past  of  the 
one  who  carries  it.”f 


EXERCISE 

1.  Make  a summary  in  your  note-book  of  the  different  reasons  why 
immigrants  have  come  here  in  recent  years.  Give  at  least  four. 


*Grose,  Howard  B.:  “Aliens  or  Americans?”  pp.  38-39 

fLetter  to  the  newspaper  “Russkoye  Slovo”  (New  York)  quoted  in  Park, 
R.  E.,  and  Miller,  H.  A.,  “Old  World  Traits  Transplanted,”  pp.  91-92,  Harper  & 
Brothers. 


WHY  THE  COLONISTS  CAME  TO  AMERICA,  1607-1750 

To  the  Teacher : From  the  anecdotes, 
the  reasons  why  immigrants  come  here 
now  should  be  clear.  At  this  point  it  will 
be  wise  to  bring  out  the  reasons  why  the 
early  colonists  came,  between  1607  and 
1750.  This  is  a good  time  to  have  the 
pupils  make  class  reports.  Assign,  either 
to  individuals  or  to  groups,  the  task  of 
finding  out  from  any  school  history  of 
the  United  States  why  the  people  who 
founded  each  of  the  following  colonies 
came : 

1.  Jamestown 

2.  Plymouth 

3.  New  Netherlands 

4.  Massachusetts  Bay 

5.  Pennsylvania 

6.  Maryland 

7.  Georgia 
New  France 

This  provides  an  opportunity  to  teach 
the  use  of  an  index  if  pupils  do  not  al- 
ready know  it.  Have  individual  pupils 
make  their  reports  in  class.  Make  a 
blackboard  outline  of  the  reasons  given. 
Then  have  the  pupils  make  a summary  in 
their  note-book,  opposite  the  summary  of 
the  earlier  discussion, — something  like 
this : 

1607—1750 

1.  To  escape  religious 

persecution. 

2.  Etc. 

1890—1922 

1.  To  get  a better 

living. 

2.  Etc. 

2.  Refer  to  some  history  of  the  United  States  and  find  out  the 
principal  reasons  why  the  early  colonists  came — those  between  1607 
and  1750,  and  make  a summary  in  your  note-book.  Write  the  reasons 
opposite  those  which  you  have  given  for  the  coming  of  the  more  recent 
immigrants,  in  such  a way  that  they  will  be  easy  to  compare. 


VI.  GEOGRAPHY  WE  SHOULD  KNOW  ABOUT  THE  COUN- 
TRIES FROM  WHICH  OUR  IMMIGRANTS  COME 


•As  you  read  the  little  anecdotes  of  the  last  few  pages,  did  you 
have  a clear  picture  of  where  the  native  homes  of  the  immigrants  are 
located  on  the  map?  Can  you  call  up  in  your  mind  where  Hungary 
is  ? Bremen  ? Where  an  Italian  peasant  would  take  the  boat  to  Amer- 
ica? By  what  route  a Scandinavian  would  journey  to  Harrisburg, 
Pennsylvania  ? 

Many  facts  like  these  you  should  know,  for  even  in  your  news- 
paper and  magazine  reading  you  will  see  them  often  mentioned. 

Can  you  locate  on  the  wall  map  these  countries  from  which  immi- 
grants come  to  America  and  places  where  they  settle: 

Poland,  Sweden,  Warsaw,  Belgium,  Germany,  Holland, 
Chicago,  Czechoslovakia,  Detroit,  Ireland,  Austria,  Philadel- 
phia, New  York,  Russia,  Denmark,  Jugo-Slovakia,  Greece, 
France,  England. 

Trace  the  routes  that  you  think  people  from  each  of  the  foregoing 
countries  would  take  in  emigrating  to  New  York  City. 

To  the  Teacher : Give  a test  on  Euro- 
pean place  geography  at  this  point.  Pass 
out  blank  mimeographed  maps  of  Europe 
and  have  the  pupils  do  the  following  ex- 
, ercise.  It  is  important  that  the  pupils 

should  have  a clear  idea  of  a few  basic 
place-geography  facts. 

EXERCISE  TO  TEST  YOUR  KNOWLEDGE  OF  THE  PRINCIPAL  COUNTRIES 

OF  EUROPE. 

Before  you  begin  this  test  read  the  directions  all  the  way  through. 
Follow  the  two  steps  of  the  test  exercise  as  given  here. 

First  step : (a)  Take  a mimeographed  map  of  Europe,  draw  the 

boundary  lines  clearly,  and  letter  in  the  names  of  the  following  twenty 
countries : 


1. 

England 

11. 

Portugal 

2. 

Italy 

12. 

Sweden 

3. 

France 

13. 

Denmark 

4. 

Spain 

14. 

Switzerland 

5. 

Germany 

15. 

Belgium 

6. 

Czechoslovakia 

16. 

Holland 

7. 

Poland 

17. 

Austria 

8. 

Russia 

18. 

Hungary 

9. 

Ireland 

19. 

Jugo-Slovakia 

10. 

Scotland 

20. 

Greece 

Second  step : Exchange  papers  with  a neighbor.  Open  your  geog- 
raphy book  to  a map  of  Europe.  Now  correct  your  neighbor  ’s  map 


GEOGRAPHY  OF  EUROPEAN  COUNTRIES  51 

by  comparing  his  work  with  the  geography  map,  and  write  the  name 
of  each  country  which  was  incorrect  on  the  left  margin. 

The  teacher  will  pass  around  among  the  pupils  and  check  up  the 
corrections  of  the  maps.  Return  the  paper  to  the  owner. 

To  the  Teacher : The  number  of  coun- 
tries each  pupil  had  correct  should  be  re- 
corded in  your  grade  book  for  comparison 
with  the  scores  made  a week  hence  when 
the  test  is  repeated. 

As  a result  of  this  test,  you  now  know  which  countries  you  need 
to  study  so  that  you  can  place  them  accurately.  How  many  got  all 
right?  Those  who  located  all  the  countries  correctly  do  not  need  to 
do. the  next  exercise;  the}^  can  spend  their  time  on  other  work. 

To  the  Teacher : Pass  out  another  blank 
mimeographed  map  of  Europe. 

First  step : Open  your  geography  to  the  same  map  as  before. 
Study  very  carefully  the  position  and  outlines  of  the  countries  you 
missed.  See  what  the  neighbors  of  each  one  are.  For  example,  try  to 
fix  in  your  mind  that  France,  say,  is  bordered  by  Spain,  Belgium, 
Italy,  and  Switzerland.  Try  to  get  a feeling  for  the  general  position 
of  the  country,  its  direction  from  America  and  from  other  countries, 
whether  it  is  partly  bounded  by  water. 

Second  step : Now  close  your  eyes  and  try  to  see  the  picture.  Can 
you  see  its  position  with  relation  to  each  of  the  others? 

Third  step : Open  your  eyes  and  compare  the  picture  you  had 
with  the  map  picture.  Study  the  map  carefully.  Now  close  your 
eyes  and  recall  it  again.  Is  it  clearer  than  before?  Look  once  more 
at  the  map  and  repeat  this  process  until  you  are  sure  you  have  the 
position  and  boundaries  clearly  in  mind. 

Fourth  step : Close  the  geography,  and  on  the  clean  mimeographed 
map  make  the  picture.  When  you  have  finished,  compare  your  work 
with  the  geography  map.  If  it  is  incorrect  this  time,  you  must  go 
through  the  whole  process  again,  and  again,  until  you  succeed  in 
getting  it  right. 

Fifth  step : Do  the  same  thing  for  all  of  the  countries  you  missed 
in  your  test.  When  all  are  correct  have  the  map  0.  K.’d  by  the 
teacher. 

Sixth  step : Bind  the  two  test  maps  into  your  note-book  for  safe- 
keeping. 

In  about  a week  we  will  repeat  this  test  to  see  if  you  can  remember 
the  countries  correctly. 


U.  OF  ILL  LIB. 


U.  OF  ILL  LIE 


VII.  IMMIGRANTS  HAVE  BEEN  COMING  TO  AMERICA  FOR 
OVER  A HUNDRED  YEARS. 


Fig.  8 shows  two  interesting  things:  (1)  that  immigration  to  the 
United  States  is  not  something  new,  but  that  for  many  years — ever  since 
the  United  States  has  been  a nation — Europeans  and  people  from  other 
parts  of  the  world  have  been  coming  to  America  to  live;  (2)  that  the 
number  who  are  coming  is  increasing  by  leaps  and  bounds. 

You  may  wonder  why  the  chart  begins  with  the  year  1820.  For  a 
long  time  the  immigrants  were  not  counted,  but  it  has  been  estimated 
that  between  1776  and  1820  the  number  who  came  averaged  about 
5000  a year.  In  1819  Congress  passed  a law  requiring  that  from  that 
time  on  a permanent  record  should  be  made  of  all  foreigners  who  came 
to  our  shores.  So  now  we  have  a chart  showing  the  number  that  have 
come  each  year  from  1820  to  1920,  a whole  century. 

You  will  notice  that  the  figures  at  the  top  represent  the  years 
between  1820  and  1920,  and  that  those  at  the  sides  represent  the 
number  of  immigrants.  Each  square  represents  20,000  immigrants, 
so  that  each  five  squares,  which  are  marked  off  by  heavy  horizontal 
bars,  represent  100,000  immigrants.  At  the  base  of  the  chart,  the  dates 
are  designated  in  ten-year  periods,  and  the  total  immigration  for  each 
period  is  shown  in  figures  between. 

Suppose  now  that  you  want  to  find  out  how  many  immigrants  came 
over  in,  say,  1849.  You  would  put  your  pencil  vertically  on  a line 
with  1849.  At  the  point  where  the  heavy  line  from  the  bottom  meets 
it,  slip  your  pencil  into  a horizontal  position  and  see  what  figure  is  at 
the  end  of  the  line  to  the  right  or  left.  Do  you  find  that  it  is 
300,000? 

Take  the  year  1888.  Remember  that  each  little  square  stands  for 
20,000.  Do  you  find  that  the  number  you  want  is  two  squares  below 
600,000  ? What  is  your  answer  ? 

In  the  following  list,  underscore  the  ten-year  period  during  which 
the  most  immigrants  came : 

1830—1840  1390—1900 

1860—1870  1870—1880 

In  which  period  of  ten  years  does  your  chart  show  that  less  immi- 
grants came  than  at  any  other? 

Now  set  off  the  ten-year  period  1860-1870.  Do  you  notice  within 
this  period  an  increase  or  a decrease  in  the  number  of  immigrants 
arriving?  Can  you  tell  the  reason? 

What  do  you  notice  about  the  year  1915?  Why  should  there  have 
been  a decrease  in  immigrants  at  this  time  ? And  what  would  you  say 
was  the  reason  for  the  increase  in  1920? 


ONE  HUNDRED  YEARS  OF  IMMIGRATION 


53 


ARRIVALS  1820  TO  1920.  3H.ti30.104.  ESTIMATED  ARRIVALS  1770  TO  1820.  250.000 


54 


AMERICA  AND  HER  IMMIGRANTS 


HOW  MANY  HAVE  COME  SINCE  1820  ? 


Can  you  find  the  answer  to  this  on  Fig.  8?  How  can  you  find  the 
total  number  of  immigrants  from  Fig.  8? 

When  we  stop  to  think  that  there  are  one  hundred  and  six  million 
people  in  the  United  States  today  (in  1922),  it  seems  still  more  re- 
markable that  in  the  last  101  years  we  have  received  from  other 
countries  a total  of  one-third  this  enormous  number.  If  we  counted 
those  who  came  before  this — that  is,  between  1492  and  1820,  this  figure 
would  probably  be  doubled.  Yet,  it  seems  to  us  today  that  the  Euro- 
peans who  came  in  the  328  years  between  1492  and  1820  were  very 
slow  indeed  in  clearing  and  settling  regions  in  the  New  World.  Those 
who  came  to  the  eastern  seaboard  of  the  United  States  during  this 


Nationalities 

- Number-  Percent 

English 

2,605,699 

82.1  ■ 

Scotch 

221,562 

7.0  | 

6erman 

176,407 

■ 

Dutch 

78,559 

Ji 

Irish 

61,534 

19 1 

French 

17,619 

0.6  | 

All  Others 

10,664 

03 1 

Total 

3,172,444 

100.0 

This  figure  shows  that  we 
were  a country  of  English 
blood  in  1790.  What  are  we 

9 


now  7 
Fig.  9 


time  were  nearly  all  English,  as  Fig.  9 shows  very  clearly.  Those  who 
opened  up  South  and  Central  America  were  nearly  all  Spanish.  We 
have  no  accurate  idea  of  the  numbers  of  these  latter  people. 

In  1790  we  were  a nation  of  more  than  three  million  people. 
Suppose  that  this  movement  of  immigrants  coming  to  the  United  States 
• had  suddenly  stopped.  How  large  a nation  do  you  think  we  would 
be  today?  The  Census  Bureau  in  1900  made  a very  careful  study  to 
answer  this  question  and  estimated  that  we  would  have  had  a popula- 
tion of  thirty-five  million  people  in  1900. # 


Fig.  10  will  show  you  how  we  have  grown* in  numbers  from  three 
million  to  106  million  in  130  years.  This  chart  also  gives  the  number 

♦Orth,  Samuel  P.,  “Our  Foreigners,”  p.  38. 


ONE  HUNDRED  YEARS  OF  IMMIGRATION 


55 


of  immigrants  who  arrived  during  the  same  period.  Study  it  carefully 
to  see  whether  the  number  of  immigrants  arriving  had  any  relation  to 
the  increase  in  our  population. 


Fig.  10 


During  what  period  of  ten  years  did  our  population  increase  most 
rapidly  ? 

Does  the  immigration  show  a corresponding  increase  in  the  same 
time? 

See  how  the  population  curve  mounts  decade  by  decade ! Do  you 
notice  that  it  was  1840  before  immigration  added  any  important 
number  to  our  growing  nation? 

What  was  the  gain  between  1830  and  1840  in  total  population  ? 

About  what  fraction  of  this  number  was  due  to  immigration  ? 

What  fraction  of  the  gain  in  population  between  1850  and  1860 
was  due  to  immigration  ? 

Make  a table  in  your  note-book  showing  the  approximate  fractions 
of  the  increases  in  population  decade  by  decade  that  was  caused  by 
immigration. 

Is  there  any  period  during  which  we  gained  more  people  by  immi- 
gration than  from  any  other  source?  ' 


VIII.  HOW  THE  AMERICAN  PEOPLE  WERE  PUSHING 
WESTWARD  FROM  THE  APPALACHIANS  TOWARD 
THE  PACIFIC  OCEAN,  1820-1880. 


We  may  wonder  how  the  United  States  could  grow  in  population 
from  three  million  to  one  hundred  and  six  million.  It  was  because 
the  United  States  was  growing  in  area  as  well  as  in  numbers. 

In  1820  the  United  States  owned  all  the  land  west  to  the  Rocky 
Mountains.  It  had  obtained  the  territory  from  the  Alantic  Ocean  to 
the  Mississippi  River  when  it  became  independent  of  Great  Britain 
after  the  Revolutionary  War  in  1783.  It  had  gained  from  France 
what  is  called  the  Louisiana  Territory  in  1803 ; this  included  the 
whole  western  region  from  the  Mississippi  River  to  the  Rocky 
Mountains. 

To  the  Teacher : The  pupils  should 
be  made  somewhat  familiar  with  chief  re- 
gions referred  to  in  the  accounts  of  the 
Westward  Movement.  Do  not  interrupt 
the  course  of  the  reading  and  discussion 
to  systematically  teach  their  location.  In- 
stead, point  them  out  carefully  on  the  wall 
map  as  you  go  along.  Always  have  a wall 
map  showing  before  the  children  as  they 
read.  Here  is  a list  of  the  regions  which 
should  be  marked  off : 

1.  Appalachian  Mountains 

2.  Rocky  Mountains 

3.  Mississippi  River 

4.  Atlantic  Coast  region 

5.  Louisiana  Territory  (look  up  in  a 
school  history) 

6.  Ohio  Valley 

7.  Northeastern  United  States 

8.  Pacific  Coast  region 

9.  Texas 

What  part  of  the  vast  region  had  been  settled  by  1820?  Fig.  11 
shows  this  clearly.  The  map  shows  that  most  of  the  people  were  still 
living  east  of  the  Appalachian  Mountains,  particularly  along  the  At- 
lantic Coast.  The  heavy  black  line  on  the  map  is  called  the  frontier. 
The  government  defines  ‘ ‘frontier”  as  a line  drawn  north  and  south 
where  the  settlements  average  less  than  two  people  to  the  square  mile. 
Why  do  you  think  the  frontier  extends  so  much  farther  west  in  the 
region  of  the  Ohio  Valley  than  in  the  northern  and  southern  parts? 

Now  look  at  Fig.  12  and  compare  the  settlements  of  1820  with  those 
of  1880.  What  do  you  think  was  the  most  important  thing  the  Amer- 
ican people  were  doing  in  these  sixty  years?  Instead  of  gradually 
pushing  the  frontier  westward,  they  broke  through  the  line  and  settled 
in  big  patches  of  the  Great  West,  leaving  large  unsettled  territories 


THE  WESTWARD  MOVEMENT 


57 


between,  as  shown  by  the  white  spaces  on  the  map.  From  your  study 
of  Fig.  12,  what  would  you  give  as  the  reason  that  the  frontier  entirely 
disappeared  ? 

EXERCISE 

Place  a check  mark  before  two  sentences  in  the  following  list  that 
best  explain  the  map  of  1880,  shown  in  Fig.  12. 

1.  People  were  living  in  the  Rocky  Mountains. 

2.  Most  people  were  living  in  Northeastern  United  States. 

3.  Some  people  were  living  in  every  state. 

4.  The  Indians  were  still  opposing  the  advance  of  the  Amer- 

icans. 

5.  There  were  less  people  in  the  far  west  because  there  were 

no  rivers. 


Now  turn  to  Fig.  20  on  page  116,  and  compare  it  with  Fig.  12.  In 
what  way  are  they  similar?  Do  you  notice  that  even  forty  years  ago 
northeastern  United  States  was  much  more  thickly  populated  than  the 
south  or  the  west? 

After  completing  the  following  sentences  you  will  be  better  able 
to  answer  this  question. 

1.  Our  reading  to  date  shows  that  most  of  our  foreigners  came 

from  the  continent  of In  coming  to  the  United  States, 

they  either  entered  through  the  port  of or  come 

through Fig.  20  shows  that per  cent  of  the 


58 


AMERICA  AND  HER  IMMIGRANTS 


immigrants  settled  in  northeastern  United  States.  American  manu- 
facturers were  using  more  and  more  machinery  after  1865-1870.  These 
new  machines  required  less  skilled  labor  and  more  unskilled  labor. 


The  native  Americans  would  not  accept  the  wages  for  which  the 

v were  willing  to  operate  these  machines.  But  in 

those  days  there  was  always  the  Great  West  where  anyone  could  obtain 
free  land  and  become  a farmer.  The preferred  to 


Fig.  12- 


THE  WESTWARD  MOVEMENT 


59 


take  his  chances  with  the  West,  to  working  for  the  low  wage  which 

the was  receiving  in  the  East.  Some  of  the  Western 

States  in  which  they  settled  were , , 


Fig.  12  also  shows  that  in  1880  our  country  extended  from  the 
Atlantic  clear  to  the  Pacific.  In  1845  Texas  was  annexed  to  the 
United  States;  the  following  year,  1846,  the  States  that  are  now  Ore- 
gon and  Washington  became  American  territory;  and  in  the  Mexican 


Years 

War,  1848,  we  took  by  conquest  California,  Arizona,  and  New  Mexico. 

This  general  moving  to  the  West  between  1820  and  1860  the  his- 
torians call  “The  Westward  Movement.”  In  the  twenty  years  before 
1820  Americans  broke  through  the  Appalachian  Mountains  and  began 
to  settle  the  Ohio  Valley.  By  1840  they  were  settling  the  Louisiana 
Territory  west  of  the  Mississippi  River,  and  hundreds  of  them  had 
crossed  the  Rockies  and  settled  on  the  Pacific  Coast.  Gold  was  found 
in  1848  in  California.  That  discovery  caused  hundreds  of  thousands 


60 


AMERICA  AND  HER  IMMIGRANTS 


to  ‘‘sell  out”  where  they  were  living  and  go  West.  Others  failed  in 
business,  or  could  not  compete  with  the  increasing  number  of  foreigners 
that  landed  in  America  and  made  wages  low;  these  also  “pulled  up 
stakes”  in  the  East  and  started  life  anew  in  the  great  western  plain 
where  land  was  “free.” 

In  the  last  half  of  the  nineteenth  century  they  settled  the  region 
from  western  Iowa  and  Missouri  to  the  Rocky  Mountains.  During 
this  time  ten  states  were  created  in  this  area.  Our  laws  required  that 
any  territory  must  have  at  least  60,000  people  before  it  could  be  made 
a state.  What  conclusion  would  you  draw  as  to  the  number  of  native 
Americans  that  “took  their  chances”  in  the  West?  About  what  part 
of  a million  would  you  estimate  the  number  to  be? 

Now  read  the  next  story  of  how  American  families  went  West. 

“GOING  WEST”  IN  THOSE  DAYS. 

If  one  had  been  out  in  the  open  prairie  in  a certain  part  of  Wis- 
consin in  the  summer  of  1870,  he  would  perhaps  have  noticed,  sil- 
houetted against  the  sky  on  the  far  horizon,  a procession  of  horse-drawn 
covered  wagons,  followed  by  a small  herd  of  cattle.  For  such  a 
caravan  was  conveying  the  Randals  from  their  home  in  Wisconsin 
all  the  way  to  the  quarter-section  of  unbroken  land  they  had  pur- 
chased in  Iowa.  Nor  were  the  Randals  the  only  family  who  were 
finding  their  way  through  the  tall,  untrodden  grass  to  a home  farther 
westward.  The  Garlands,  the  Greens,  the  Bracketts,  the  Burdicks, 
the  Gallaghers,  the  MacClintocks,  were  all  driven  by  the  pioneer’s 
spirit  of  adventure  to  break  into  new  ground  in  the  direction  of 
the  sunset. 

Cheer  up,  brothers,  as  we  go 
O ’er  the  mountains,  westward  ho, 

Where  herds  of  deer  and  buffalo 
Furnish  the  fare. 

This  was  the  song  they  sang.  There  is  a ballad,  too,  which  many  a 
husband  and  wife  sang  together  in  those  days,  the  husband  singing 
the  first  verse,  the  wife  answering  with  another  verse,  the  husband 
taking  a second  turn,  and  the  wife  again  answering.  The  husband 
would  sing : 

Away  to  Colorado  a journey  I ’ll  go, 

For  to  double  my  fortune  as  other  men  do, 

While  here  I must  labor  each  day  in  the  field 
And  the  winter  consumes  all  the  summer  doth  yield. 

The  wife  would  then  reply : 

Dear  husband,  I ’ve  noticed  with  a sorrowful  heart 
That  you  long  have  neglected  your  plow  and  your  cart, 

Your  horses,  sheep,  cattle  at  random  do  run, 


THE  WESTWARD  MOVEMENT 


61 


And  your  new  Sunday  jacket  goes  every  day  on. 

Oh,  stay  on  your  farm  and  you’ll  suffer  no  loss, 

For  the  stone  that  keeps  rolling  will  gather  no  moss. 

But  the  husband  would  insist : 

Oh,  wife,  let  us  go;  Oh,  don’t  let  us  wait; 

I long  to  be  there,  and  I long  to  be  great, 

While  you  some  fair  lady  and  who  knows  but  I 
May  be  some  rich  governor  long  ’fore  I die, 

Whilst  here  I must  labor  each  day  in  the  field, 

And  the  winter  consumes  all  the  summer  doth  yield. 

The  singing  of  more  verses  and  many  such  ballads  was  the  feature 
of  many  a long  evening’s  entertainment  when  the  neighbors  gathered 
into  one  of  the  farm-houses. 

With  none  of  the  conveniences  which  we  can  hardly  imagine  being 
without — such  as  railroads,  packers,  draymen,  automobiles,  the  poor 
wives  had  to  pack  up  their  household  goods  and  trundle  along  with 
their  babies  to  the  unsettled  countries  where  the  husbands  felt  sure 
fortunes  awaited  them.  To  the  tune  of 

Then  o’er  the  hills  in  legions,  boys, 

Fair  freedom’s  star 

Points  to  the  sunset  regions,  boys, 

Ha,  ha,  ha-ha! 

the  kitchen  stove,  kettles,  beds,  and  other  furniture  were  loaded  into 
the  wagons,  or,  if  it  was  winter,  into  huge  sleighs,  for  a journey  which 
often  took  many  days.  “Go  West,  young  man,”  was  the  slogan  Which 
seemed  to  ring  in  the  ears  of  all  the  farmers. 

“West,”  however,  was  always  shifting  its  location.  The  farther 
the  people  moved,  the  farther  “West”  became.  After  Iowa,  it  was 
Nebraska;  after  Nebraska,  the  Dakotas,  Idaho,  Wyoming,  California. 
The  Westward  Movement  finally  reached  clear  across  the  continent 
to  the  Pacific  Ocean. 

A little  girl,  whose  parents  and  grandparents  moved  on  to  Ne- 
braska when  she  was  a baby  in  arms,  wrote  down  as  a story  what  her 
parents  had  told  her  about  their  early  days  there  when  she  was  too 
young  to  remember.  There  were  no  houses  at  that  time,  and  the  new- 
comers built  their  own  of  sod,  or  lived  in  dug-outs  in  the  banks  of 
rivers.  There  were  no  railroads  and  no  mail  deliveries,  and  no  trees 
except  along  the  river  banks.  The  openness  of  the  country  made  the 
weather  much  more  severe  than  now.  One  time  the  little  girl’s  father 
started  with  his  team  of  oxen  to  meet  another  family  of  pioneers, 
friends  from  the  old  farm,  whom  he  expected  on  a certain  day.  It  was 
a trip  of  sixty-four  miles  and  took  four  days  to  get  there.  When  he 
was  about  ten  miles  from  home,  a terrible  storm  came,  and  he  had  to 
take  shelter  where  he  could.  It  was  a whole  week  before  his  wife  heard 
anything  of  him ; then,  when  she  was  almost  frantic,  and  was  about  to 


62 


AMERICA  AND  HER  IMMIGRANTS 


start  off  in  search  of  him,  he  and  his  oxen  came  driving  in.  The  storm 
had  cleared,  and  together  they  started  off  to  get  supplies,  leaving  the 
little  girl,  twelve  years  old,  alone.  They  were  not  four  miles  away 
from  the  house  when  another  storm  arose.  The  oxen  will  not  face  a 
storm;  they  turn  around  and  break  everything  in  sight.  The  father 
and  mother  were  helpless.  Night  came,  and  the  end  of  another  day; 
the  storm  raged  and  they  could  not  go  back.  Meanwhile,  the  little 
girl  had  used  up  all  her  firewood  and  had  no  other  fuel.  She  finally 
managed  to  get  to  a neighboring  dug-out  a mile  away,  and  there  she 
stayed  in  safety  until  her  parents  returned. 

Many  children  today  hear  stories  from  their  fathers  and  grand- 
fathers of  these  “going  West”  expeditions.  But,  like  the  Civil  War 
veterans  which  many  of  them  were,  the  fathers  and  mothers  who  had 
these  experiences  themselves  are  becoming  fewer  and  fewer;  and  still 
fewer  the  grandfathers  and  great-grandfathers  who  moved  West  when 
West  was  almost  what  we  call  East  today. 

The  Westward  Movement  started  much  further  back  than  anyone 
living  today  can  remember.  From  the  time  that  the  Declaration  of 
Independence  was  signed  in  1776,  people  became  filled  with  the  spirit 
of  adventure  that  made  them  want  to  break  into  the  wilderness  and 
unexplored  country.  From  the  little  colonies  formed  by  the  Pilgrims 
along  the  eastern  coast,  the  settlements  spread  out  to  western  New 
York,  Pennsylvania,  Kentucky,  Tennessee,  Ohio,  Indiana,  Mississippi, 
Alabama,  Louisiana,  Missouri,  Illinois,  Michigan,  Minnesota,  Wiscon- 
sin, Iowa,  and  gradually  pushed  on  all  the  way  to  the  Western  coast 
from  Canada  to  the  Gulf  of  Mexico. 

Sometimes  families  moved  in  groups,  sometimes  singly.  They 
ti  aveled  in  wagons  drawn  by  horses,  mules,  or  oxen ; some  rode  on 
horseback,  some  walked.  The  families  were  very  large  in  those  days, 
and  frequently  three  generations  lived  together.  The  men  folks 
hunted  along  the  way  for  game  and  wild  honey,  always  on  the  lookout 
for  a good  location  in  which  to  settle.  The  children  kept  the  cattle 
and  extra  horses  from  straying  too  far  away.  At  night  the  travelers 
camped  along  the  roadside,  near  a spring  if  possible,  and  cooked  their 
food,  fed  the  stock,  and  made  preparations  for  the  next  day’s  journey. 

When  the  plantation  people  of  the  South  moved,  they  carried  all 
their  tools  and  work  animals  with  them  so  that  they  could  set  their 
slaves  to  work  in  the  new  home  at  once.  For  the  slaves,  moving  was  a 
succession  of  holidays;  they  enjoyed  every  new  sound  and  sight  by 
day,  and  sang  and  danced  around  the  campfire  in  the  evening. 

Travel  by  river  was  easier  and  cheaper  than  travel  by  land,  but 
it  was  attended  with  so  much  danger  that  men  with  families  usually 
took  the  land  routes.  Whatever  the  means  of  travel,  the  trips  were 
full  of  hardships  and  danger;  the  weather  was  uncertain,  the  danger 


THE  WESTWARD  MOVEMENT 


63 


from  exposure  great,  and  food  supplies  could  not  be  counted  on.  It 
was  very  hard  on  the  wives  and  mothers,  for  besides  leaving  their  homes 
and  all  that  they  knew  and  loved,  they  had  to  endure  the  severe  hard- 
ships of  starting  all  over  again  in  a new  place,  with  large  families  of 
children  to  protect  and  care  for  as  they  went.  The  grandfathers  and 
great-grandfathers  who  pioneered  westward  were  strong  and  brave,  for 
the  faint-hearted  soon  turned  back  if  they  ever  started. 


EXERCISE 

Make  a summary  in  your  notebook  of  the  principal  points  of 
this  section. 


IX.  ONE  HUNDRED  YEARS  OF  IMMIGRATION 


Study  Fig'.  14  carefully,  and  then  summarize  in  your  notebook  the 
chief  facts  about  “A  Century  of  Immigration”  by  completing  these 
sentences : 

1.  The  principal  Old  immigrant  countries  are , 

, and 

2.  The  principal  New  immigrant  countries  are , 

, and 

3.  The  great  difference  in  numbers  is  due  to  the  fact  that  most 

of  the  immigrants  who  came  before  1880  were  from 

Europe,  and  most  of  the  immigrants  who  came  after  1880  were  from 
Europe. 

4.  Reasons  why  immigrants  have  come  to  America,  according  to 

the  figure  are , 

, , and 

5.  Reasons  why  immigration  to  America  decreased  at  certain 

times  are and 

Writers  on  immigration  have  constantly  spoken  of  the  “tide  of 
immigration.  ’ ’ Does  this  pictorial  representation  of  it  make  you  think 
of  the  “waves”  of  human  beings  thrown  up  on  our  shores  at  different 
periods  in  the  last  century? 

Look  at  Fig.  14  as  a whole,  first.  Compare  the  numbers  of  the 
“old”  immigration  with  the  numbers  that  came  after  1880.  Try  to 
see  the  comparison  as  a whole.  What  is  the  fact  that  stands  out  above 
all  the  rest? 

When  our  country  was  being  settled  between  1830  and  1870,  what 
European  nations  contributed  to  our  population? 

Did  Italy  help  build  our  early  canals  and  railroads  during  the 
1830’s  to  1840 ’s? 

Did  the  Slavs  of  Austria-Hungary  or  Russia  cross  the  mountains 
on  pack-horse,  or  tramp  on  foot  through  the  forests  of  New  York, 
Pennsylvania,  Ohio  and  Kentucky  during  the  first  quarter  of  the 
nineteenth  century? 

What  foreign  born  peoples  do  you  think  did? 

Does  the  chart  lead  you  to  think  that  the  Russians  helped  to  settle 
our  states  west  of  the  Mississippi  River,  1850  to  1890? 

Did  the  Slavs  “homestead”  the  land  of  Nebraska,  Kansas,  Iowa, 
and  the  Dakotas  in  the  ’sixties  and  ’seventies  when  the  Homestead 
Law  of  1862  threw  open  that  great  undeveloped  plain  to  any  farmers 
that  would  start  out  and  establish  a home  on  it?  No,  the  Germans,  the 
Scandinavians,  and  the  Britons, — these  were  the  people  who  were  the 
pioneers  of  our  Westward  Movement.  These  were  the  “old”  immi- 
grants. 


The  “Old”  Immigration  The“New”  Immigration 

From  Northern  Europe  From  Southern  & Eastern  Europe 


ONE 


HUNDRED  YEARS  OF  IMMIGRATION 


65 


66 


AMERICA  AND  HER  IMMIGRANTS 


The  “new”  were  still  to  come — after  1880  when  the  West  was 
reclaimed,  when  railroads  had  pierced  the  Rocky  Mountains,  and  the 
telegraph  and  telephone  had  tied  together  the  Atlantic  and  Pacific  and 
the  North  and  the  South,  when  great  cities  were  rapidly  developing 
after  all  the  free  land  was  gone.  It  was  from  then,  through  the 
’eighties  and  ’nineties,  right  into  the  present  years  of  the  twentieth 
century,  that  the  coming  of  the  Slavs  has  changed  the  tide  of  immigra- 
tion from  northern  and  western  to  southern  and  eastern  Europe. 

Why  Immigrants  Came  to  America  From  the  Old 
Countries  From  1840-1880 
THE  IRISH  came,  1846-1855 

Did  you  know  that  there  were  more  Irish  people  or  people  of  Irish 
descent  in  America  than  in  Ireland?  In  1910  there  were  4,504,360 
people  of  Irish  blood  in  the  United  States.  A few  came  before  1845, 
but  the  number  was  small.  The  first  great  numbers  came  in  the 
’forties  and  ’fifties  of  the  nineteenth  century.  See  how  this  is  shown 
on  Fig.  14. 

The  chart  says  “Famine  and  rebellion  in  Ireland.”  What  does 
famine  for  a whole  country  mean?  Why,  it  means  that  the  people  in 
thousands,  even  hundreds  of  thousands,  die  because  they  cannot  get 
•enough  to  eat.  It  is  a hard  thing  for  us  to  realize  when  we  have  plenty 
to  eat,  and  plenty  of  fuel  and  clothing  to  keep  us  warm,  that  there  are 
many  thousands  of  people  in  the  world  who  do  not  have  enough  to 
keep  them  from  starving  or  from  freezing  in  the  winter.  This  has  been 
true  at  times  in  our  own  country.  But  it  has  been  especially  true  in 
other  countries  like  India  and  China  and  Persia  and  Ireland. 

How  did  it  happen  that  in  1847  and  1848  and  1849  the  Irish  people 
flooded  to  the  great  harbors  in  tens  of  thousands  and  took  passage  for 
America?  It  happened  because  the  Irish  people  had  come  to  depend 
on  only  one  crop  in  their  farming.  This  was  the  potato  crop,  and  it 
failed.  You  all  know  the  Irish  potato,  how  nourishing  it  is,  and  how 
easy  it  is  to  grow.  It  was  almost  the  only  substantial  article  of  food 
that  the  Irish  used.  They  rarely  ate  meat,  as  we  do.  The  American 
people  eat  a great  deal  of  meat — perhaps  too  much  for  their  health. 
But  the  Irish  seldom  eat  it.  During  the  period  from  1800  to  1850 
many  Irish  boys  and  girls  grew  up  to  be  men  and  women  without  ever 
having  tasted  any  kind  of  meat.  Many  even  grew  to  be  fathers  and 
mothers  and  grandfathers  and  grandmothers  without  ever  having 
eaten  it. 

So  you  can  see  how  much  they  had  learned  to  depend  on  the  potato 
crop.  And  you  can  understand  what  a real  calamity  it  was  when  the 
potato  crop  failed  in  1845,  1846,  and  1847.  The  most  unfortunate 
circumstances  occurred.  The  summer  of  1845  was  very  damp  and  cold 
in  Ireland.  Crops  could  be  grown  only  with  very  great  difficulty.  In 


ONE  HUNDRED  YEARS  OF  IMMIGRATION 


67 


1846  and  1847  a plant  disease  swept  over  the  farms,  ruining  all  the 
potatoes,  and  bringing  suffering  to  the  people.  Can  you  imagine 
2,000,000  people  dying  because  they  were  starving?  Think  of  whole 
towns  being  exterminated.  Imagine  what  it  would  be  tomorrow  morn- 
ing, if  when  you  got  up  you  were  told  by  your  mother  that  you  could 
not  eat  breakfast  because  there  was  no  food  in  the  house.  Then  at 
noon  you  would  go  without  lunch  and  at  night  you  would  go  to  bed 
without  dinner.  The  next  day  would  be  the  same.  You  couldn’t  buy 
food  (bread  or  potatoes)  at  the  store  because  the  storekeeper  had  no 
food  to  sell.  He  was  starving,  too.  Your  neighbors  would  gradually 
use  up  all  their  food,  and  then  would  follow  days  when  no  one  had 
anything  to  eat.  The  people,  where  such  a thing  really  came  to  pass 
in  1846-1847,  becoming  greatly  frightened,  began  to  go  in  search  of 
fruit  and  herbs.  They  ate  berries  from  trees  and  bark  and  straw — 
anything  that  seemed  to  have  any  food  in  it.  Then  as  they  became 
weak,  disease  broke  out,  and  whole  villages  of  people  died. 

That  is  what  happened  in  Ireland  in  1845-1847.  Is  it  any  wonder 
that,  when  America  sent  food  in  relief  ships  to  be  distributed  to  those 
who  could  get  to  a port,  many  thousands  came  back  here  in  the  ships. 
These  ships  were  not  very  sanitary  or  comfortable.  People  died  on 
them — a great  many.  But  the  Irish  were  ready  to  brave  even  the 
dangers  of  a sea  trip  in  the  awful  “steerage”  (where  all  the  poor 
people  had  to  live  on  board  ship)  rather  than  live  in  Ireland. 

That  was  one  reason  why  the  Irish  came  to  America  in  large  num- 
bers in  the  years  between  1846  and  1855,  and  again  from  1881  to 
1885 — “famine  in  Ireland.”  But  there  was  another  good  reason — 
“rebellion  in  Ireland.” 

For  hundreds  of  years  Ireland  had  been  oppressed  by  the  English 
king  and  Parliament — even  more  severely  than  the  Colonies  in  Amer- 
ica before  the  Revolution.  There  were  differences  in  faith.  The  Eng- 
lish were  largely  Protestant  and  the  Irish  largely  Catholic.  There 
was  also  a money  matter  difference.  The  Irish  had  learned  how  to 
manufacture  things — woollen  cloth,  cotton  goods,  articles  of  glass, 
iron,  and  to  refine  sugar.  As  early  as  1600  the  Irish  made  fine  woollens. 
They  sold  these  abroad,  in  England  and  in  France,  and  in  other 
countries  of  Europe.  We  must  remember  that  Ireland  was  under  the 
English  Government  then  as  it  is  now.  It  was  part  of  the  United 
Kingdom  of  Great  Britain. 

English  weavers  also  had  learned  how  to  make  fine  cloth.  Of 
course,  no  power  machinery  was  used  until  after  1750,  for  people  had 
not  learned  how  to  make  steam  or  gas  engines  or  electrical  motors. 
The  weaving  and  other  kinds  of  manufacturing  was  done  by  hand  very 
slowly  and  laboriously. 

Now’  English  weavers  did  not  want  their  trade  interfered  with.  So 
they  got  the  English  Government  to  forbid  the  Irish  to  make  woollen 


68 


AMERICA  AND  HER  IMMIGRANTS 


cloth.  This  was  as  early  as  1699.  In  the  next  hundred  and  fifty  years 
England  passed  one  law  after  another  that  in  the  end  made  it  prac- 
tically impossible  for  Irishmen  to  manufacture  or  sell  the  things  they 
had  learned  to  make.  All  they  could  do  was  farm  their  small  plots  of 
land.  Against  this  state  of  affairs  they  rebelled.  It  made  them  a dis- 
satisfied people,  and  they  have  been  leaving  Ireland  continuously  on 
this  account. 

An  Irish  immigrant  who  came  to  this  country  thirty  years  ago  has 
told  what  he  thinks  about  it : 

“You  may  wonder  wThy  we  are  a nation  of  farmers.  The  real 
reason  is  that  England  wished  us  to  be;  she  would  not  let  us  become 
an  industrial  nation.  Englishmen  engaged  in  manufacture,  did  not 
want  us  to  manufacture  goods  with  which  they  would  have  to  com- 
pete lest  it  hurt  their  business.  As  early  as  1699  we  were  forbidden  by 
the  English  Government  to  manufacture  woollen  goods  and  sell  them 
to  foreign  countries.  Then  it  wras  other  goods — cotton,  glass,  hats, 
iron,  sugar.  Whatever  business  Ireland  turned  her  hand  to  was  soon 
forbidden  by  laws  made  in  England.  Is  it  any  wonder  we  came  to 
America?  Farming  was  all  we  could  do  at  home.  Everyone  doesn’t 
like  farming  any  more  than  everyone  likes  teaching.  If  we  went  to 
■Canada  we  would  again  be  under  English  rule.  We  were  very  poor 
and  ignorant.  Many  of  us  could  neither  read  or  write,  and  many 
knew  no  trade  at  which  to  work.  We  huddled  in  the  poorer  quarters 
of  eastern  American  cities  and  became  men  of  the  spade  and  the  hoe. 
It  didn’t  look  then  as  though  we  would  make  very  good  American 
citizens.  In  1846  we  filled  the  almshouses,  and  Irish  beggars  wandered 
in  many  of  the  streets  of  Atlantic  coast  cities.  By  1850  there  were 
over  a hundred  thousand  Irish  in  New  York,  and  there  was  not  one 
rapidly  growing  Eastern  city  that  did  not  have  its  Irish  town  or 
shanty-town  where  the  immigrants  clung  together.” 

The  Germans  Came,  Too. 

Turn  back  to  Fig.  14.  Notice  how,  as  the  “wave”  of  Great  Britain 
immigration  receded,  the  German  or  Teutonic  “wave”  advanced.  And 
what  a remarkable  contrast  there  was  between  these  two  races  elbow- 
ing each  other  in  their  rush  to  get  into  the  “promised  land  of  liberty 
and  plenty.”  The  plodding  German  leaving  his  native  land  to  seek 
a home  in  the  new  world,  and  the  hot-headed,  fervid,  temperamental 
Irishman  meeting  him  at  the  ports  of  entry  on  the  same  errand. 

They  were  almost  the  exact  opposites  in  ways  of  living,  in  the 
work  they  desired  to  do,  in  disposition,  in  ambitions.  “The  Irishman 
went  to  the  city,  joined  our  construction  gangs  on  railroads,  roadway 
or  canal,  or  entered  the  trades  in  our  factories.  On  the  other  hand, 
the  German  sought  the  land,  was  content  to  be  let  alone,  had  no  desire 
to  command  others  or  to  mix  with  them,  but  was  determined  to  be 


ONE  HUNDRED  YEARS  OF  IMMIGRATION 


69 


reliable,  took  things  as  they  came,  met  opposition  with  patience,  clung 
doggedly  to  a few  cherished  convictions  and  sought  passionately  to 
possess  a home  and  a family,  to  master  some  minute  mechanical  or 
technical  detail  and  to  take  his  leisure  and  his  amusements  in  his  own 
customary  way.”* 


Why  Did  the  Germans  Come? 

In  1910  there  were  eight  million  people  of  German  blood  in  the 
United  States.  Why  should  all  these  people  have  left  their  homes  and 
journeyed  across  the  sea  to  begin  life  all  over  again  in  a strange  coun- 
try? Let  us  see. 

What  kind  of  a government  did  Germany  have  until  1918  ? 

Was  Germany  a republic  like  the  United  States  and  like  France? 

Did  the  people  vote  and  elect  the  head  of  their  government  as  we  in 
America  do? 

Did  they  say  who  should  be  the  officials  over  their  provinces? 

They  do  now,  in  1922 ; but  did  they  before  1918  ? No,  Germany 
was  a great  empire  ruled  over  by  an  emperor  and  grand  dukes  and 
princes;  so  was  Austria-Hungary;  so  was  Russia  until  1917.  The 
people  had  very  little  control  over  their  own  lives. 

In  the  autumn  of  1918 — just  before  the  end  of  the  Great  War — the 
people  of  middle  Europe,  Germany  and  Austria-Hungary,  started  a 
revolution.  It  spread  very  quickly,  and  within  three  months  was  so 
strong  that  the  German  Emperor,  William  II  of  Hohenzollern,  and 
the  Austrian  Emperor,  Charles  of  Hapsburg,  had  to  leave  their 
thrones  and  run  for  safety  to  other  countries.  Wilhelm  II  fled  to 
Holland,  where  he  has  since  lived  as  plain  William  Hohenzollern ; and 
Charles  of  Austria  went  first  to  Switzerland  and  then  to  the  island 
of  Madeira,  where  he  recently  died. 

How  were  these  rulers  chosen  ? They  were  not  chosen  as  the  heads 
of  our  government  are  chosen.  In  this  country  we  elect  our  officers 
for  definite  periods.  Each  citizen  goes  to  the  polls  and  votes  for 
President,  for  the  governor  of  his  state,  for  mayor  of  his  city,  for  the 
representatives  in  the  state  legislature,  and  in  our  national  Congress  at 
Washington. 

In  Germany  and  Austria-Hungary  the  emperors  come  to  their 
thrones  not  by  the  vote  of  the  people,  but  by  hereditary  right.  That 
is,  the  office  passed  from  the  father  to  the  eldest  son ; if  there  was  no 
son  in  the  family,  it  passed  as  a rule  to  the  nearest  male  relative ; in  a 
few  cases  the  eldest  daughter  succeeded  to  the  throne. 

How  did  it  happen  that  the  Hohenzollern  family  in  Germany  and 
the  Hapsburg  family  in  Austria-Hungary  controlled  the  throne  by 
hereditary  right?  Many  centuries  ago,  these  countries  were  divided 

•Orth,  S.  P.,  “Our  Foreigners,’’  pp.  124-125, 


70 


AMERICA  AND  HER  IMMIGRANTS 


up  into  hundreds  of  little  principalities  about  as  large  as  our  counties 
or  some  of  our  smallest  states.  There  was  no  organized  government 
then  with  one  king  or  one  emperor  at  the  head  of  it;  there  was  no 
organized  army  or  police  system ; and  the  people  were  constantly 
getting  into  quarrels  with  each  other.  As  in  every  community,  there 
were  a few  people  who  wTere  strong  enough  to  protect  those  who  were 
unable  to  defend  themselves.  The  wTeak,  in  return  for  their  protection, 
worked  and  fought  for  the  strong.  As  time  went  on,  two  classes  of 
people  developed : the  lords,  and  the  serfs.  The  lords  became  more 
and  more  powerful  as  they  gained  the  allegiance  of  the  serfs;  some  of 
them  were  even  able  to  conquer  other  lords  and  their  serfs.  The  serfs, 
on  the  other  hand,  who  had  to  work  for  their  lords  a certain  number 
of  days  a week,  and  had  to  give  them  a large  amount  of  their  produce, 
and  fight  for  them,  became  more  and  more  dependent  on  their  lords, 
and  at  the  same  time  poorer  and  poorer  themselves. 

Gradually  the  principalities  in  Germany  (there  were  about  1500) 
were  conquered  until  about  300  lords  controlled  them  all.  Then  Na- 
poleon came  along  and  reduced  them  to  82.  By  1871  there  were  about 
25 ; and  Prussia,  the  most  powerful  of  them  all,  was  able  to  unite  them 
all  into  one  country,  Germany.  The  Prussian  King  became  Emperor, 
and  his  grandson  was  Wilhelm  II,  who  ruled  until  1918. 

As  the  lords  grew  in  power  and  the  peasants  became  more  depend- 
ent on  them,  it  is  easy  to  imagine  what  happened.  The  lords  took 
advantage  of  their  strength,  and  the  peasants  suffered  the  consequences. 
The  living  conditions  of  the  two  classes  became  very  different. 

The  peasants  lived  in  poor  sorts  of  huts  with  no  comforts  as  we 
know  them.  The  huts  were  low  and  dirty,  with  only  the  hardened 
earth  for  floors.  The  roofs  were  made  of  straw-thatch.  The  houses 
were  usually  of  one  room  only — just  hovels  of  wood  and  sticks  plas- 
tered together  with  mud.  The  room  as  a rule  had  no  chimney,  and 
the  only  place  for  smoke  from  the  open  fire  to  get  out  was  through  an 
open  hole  in  the  roof.  We  can  picture  what  this  meant  in  cold  weather 
or  in  time  of  storms,  rain  or  snow ! 

The  houses  were  built  along  scraggly  lanes  where  chickens  and  pigs 
and  children  played  together  in  the  dirt.  The  peasants  had  no  ideas 
of  cleanliness  or  sanitation  as  we  have  today.  Even  the  stables  and 
barns  were  under  the  same  roof  as  the  house,  and  this  is  still  true  in 
many  countries  of  Europe  today — Germany,  Russia,  France,  and  Ser- 
bia. We  would  think  it  astonishing  to  live  that  way.  In  fact,  most  of 
us  in  America  would  be  quite  miserable  if  we  had  to  endure  such 
unhealthy  conditions. 

The  lords’  homes,  however,  were  much  better,  and  the  peasants  did 
all  their  heavy  labor.  The  lord  spent  most  of  his  time  in  dueling  and 
superintending  his  lands.  The  common  man  of  these  Middle  Ages, 
say  from  1000  to  1500  A.  D.,  was  bound  to  the  land.  He  was  regarded 


ONE  HUNDRED  YEARS  OF  IMMIGRATION 


71 


as  just  so  much  real  estate,  and  could  not  leave  the  land  he  was  on. 
If  the  land  was  sold,  he  was  sold  with  it.  He  had  his  own  bit  of 
ground  to  plant  and  take  care  of,  but  he  had  so  much  work  to  do  on 
the  lord’s  land  that  he  seldom  had  time  to  get  a good  crop  from  his 
own.  If  he  did  succeed  in  getting  a harvest,  he  had  to  pay  a large 
part  of  it  to  the  lord  for  the  use  of  the  land.  He  also  paid  many 
dues  and  fines.  Sometimes  these  were  in  money,  but  usually  the 
peasants  had  no  money,  so  they  paid  in  eggs,  or  geese,  or  chickens,  or 
calves,  or  grain. 

Now  as  this  was  the  way  the  great  mass  of  the  people  lived  for 
almost  a thousand  years,  you  can  understand  how  a spirit  of  rebellion 
was  gradually  growing  up.  Of  course,  for  hundreds  of  years  the 
common  people  did  not  have  enough  education  to  know  that  their  lives 
could  be  made  better,  for  none  but  the  priests  in  the  church  could  read 
or  write;  and  there  were  very  few  books  in  those  days.  Even  the 
kings  and  lords  could  not  read. 

But  slowly  from  about  1100  to  1300,  cities  and  towns  began  to  grow 
up  in  Central  Europe  and  in  England,  and  some  of  the  people  learned 
of  better  ways  of  living.  The  thatched  hovels  of  the  peasants  were 
replaced  by  fairly  clean  and  comfortable  homes.  They  were  not  like 
ours,  with  gas  and  electric  light  and  running  water,  but  they  were  a 
great  improvement  over  the  old  ones.  The  peasants  had  to  carry  their 
water  from  wells  just  as  our  pioneer  forefathers  did  only  a few  years 
ago  in  America.  There  was  no  city  water  supply,  and  no  paving  of 
streets  or  sewer  systems.  There  are  none  today  in  such  places  as  China. 
They  had  no  street  lights  at  night  either,  as  even  our  smallest  villages 
in  the  United  States  have  nowadays.  But  even  so,  the  people  in  the 
cities  were  not  bound  down  by  the  laws  and  regulations  that  their 
forefathers  were  bound  by ; they  were  gaining  a measure  of  freedom. 

Gradually  more  and  more  people  learned  to  read  and  write,  and 
as  they  did  so,  they  began  to  get  new  ideas  of  freedom,  and  then  to 
make  demands  of  their  rulers.  Whenever  the  kings  or  emperors 
wanted  to  make  a war,  they  would  promise  to  give  the  people  what  they 
asked,  when  the  war  was  over.  But  when  the  war  was  over,  they  forgot 
all  about  their  promises  and  were  more  severe  and  oppressive  than 
ever. 

From  the  time  that  Germany  was  unified  in  1871,  there  was  an 
organized  army  which  grew  to  the  size  of  one  million  soldiers.  (Com- 
pare this  with  our  little  army  of  70,000  men  before  1917.)  All  men 
in  Germany  were  compelled  to  serve  in  the  army — that  is,  all  but  a 
very  few  privileged  ones.  Most  of  them  did  not  want  to  serve.  They 
were  peaceable  farmers  and  tradesmen  just  like  most  of  the  people  in 
other  civilized  countries,  and  they  wanted  to  be  let  alone  to  grow  their 
crops,  educate  their  children,  and  develop  happy  homes.  The  Emperor 
and  his  sons,  and  the  princes  who  had  been  at  the  head  of  the  separate 


AMERICA  AND  HER  IMMIGRANTS 


72 

principalities,  and  the  archdukes  and  nobles,  and  others  of  the  “nobil- 
ity,” had  full  control  of  the  army.  They  could  make  war  whenever 
they  wished  and  compel  the  soldiers  to  fight,  and  until  1918  the  soldiers 
obeyed. 

The  educational  system  in  Germany  is  different  from  ours,  also. 
In  America  each  boy  and  girl  has  at  least  an  opportunity  to  go  to 
school.  The  schools,  beginning  with  the  kindergarten,  go  through  to 
the  college  and  university.  Any  boy  or  girl  whose  family  can  afford 
to  let  their  child  stay  in  school  that  long,  has  the  privilege  of  going  to  a 
free  public  school,  a free  high  school,  and  then  on  to  college,  and,  if 
they  are  bright  enough,  into  one  of  the  professional  schools. 

In  Germany  it  has  been  different.  There  were  different  kinds  of 
schools  for  different  classes  of  people.  A peasant  boy  had  to  go  to  the 
poor  people’s  school,  called  the  “ Folks-school  ’ ’ (Yolkschule).  The 
boy  from  the  wealthy  classes  and  nobility  went  to  a select  school 
(gymnasium),  and  then  into  the  university.  He  became  a lawyer,  or 
a doctor,  or  an  officer  in  the  army,  or  perhaps  a high  official  in  the 
government.  The  peasant  boy  rarely  was  able  to  do  this. 


Is  it  any  wonder  that  the  desire  to  emigrate  to  America  was 
strong?  As  far  back  as  1846,  as  Fig.  14  shows  you,  over  300,000 
Germans  came  over.  An  Englishman  who  was  over  in  one  of  the 
German  states  on  the  Rhine  River  in  1846  said  that  “long  files  of  carts 
met  you  every  mile  carrying  the  whole  property  of  these  poor 
wretches  who  were  to  cross  the  Atlantic.”  But  the  Germans  who 
came  here  in  tens  of  thousands  in  the  years  of  the  revolutions  in 
Europe,  1846,  1847,  1848,  were  much  better  off  than  those  who  stayed 
behind.  They  had  saved  their  money  for  a good  purpose.  The  book 
stores  of  German  towns  by  that  time  had  many  little  books  to  sell 
which  described  conditions  in  America  and  told  how  to  get  here.  Many 
of  the  people,  like  those  in  Italy  and  other  countries,  were  told  in 
letters  from  friends  and  relatives  already  here,  and  offered  work  if 
they  would  come. 

Those  who  stayed  behind  all  these  years  when  their  countrymen 
were  coming  to  this  free  land  of  America  lived  under  one  of  the  most 
autocratic  governments  the  world  has  ever  known.  We  shall  learn 
later  how  it  happened  that  the  great  World  War  came  to  pass  in  1914, 
and  how  it  was  that  after  centuries  of  oppression  and  rebellion,  Ger- 
many was  at  last  made  a republic. 


X.  THE  AMERICAN  VIEWPOINT. 


Now  we  have  seen  emigration  from  the  European’s  point  of  view. 
Let  us  see  what  the  Americans  thought  about  all  these  people  coming 
over.  How  could  the  United  States  accommodate  them  and  find  work 
for  them  to  do? 

First  of  all,  what  was  the  condition  of  our  country  when  they 
started  coming,  about  1820?  For  ten  or  fifteen  years  we  had  been 
busily  improving  river  traffic.  Transportation  and  travel  in  the  Missis- 
sippi Valley  was  much  more  important  than  the  traffic  farther  east. 
For  a time  the  Western  rivers  were  the  only  routes  by  which  settlers 
could  trade  among  themselves,  or  ship  their  products  to  foreign  and 
Eastern  markets.  Before  the  steamboat  came  into  use,  all  cargoes  were 
carried  in  barges,  keel  boats,  and  flats.  A farmer  with  the  help  of 
several  of  his  neighbors  would  load  a flat  with  cotton  or  tobacco,  and 
float  downstream  with  it  to  wherever  he  could  find  a market.  There  he 
would  dispose  of  both  cargo  and  boat,  and  return  home  on  foot.  New 
Orleans  was  the  final  destination,  and  it  was  then  the  most  important 
export  district  in  the  United  States.  Each  trip  took  months  of  time 
and  involved  a good  deal  of  danger.  Often  the  Indians  would  kill  the 
crew  and  steal  the  cargo ; in  later  years  there  were  river  thieves  all 
about.  Sometimes  the  farmer  would  pole  his  heavy  boat  back  up  the 
stream  with  a load  of  manufactured  goods,  but  this  was  a slow,  labor- 
ious task. 

In  1807  Fulton  launched  his  first  steamboat,  the  Clermont , and 
made  a trip  up  the  Hudson  to  Albany — 150  miles  in  32  hours.  This 
proved  that  steam  navigation  was  possible  and  practicable.  Other 
steamboats  quickly  followed,  and  traffic  and  travel  became  so  much 
easier,  cheaper,  and  quicker  that  business  and  shipping  grew  rapidly 
from  that  time  on. 

The  next  step  was  to  develop  waterways  and  railroads,  for  factories 
were  springing  up  almost  over  night,  and  the  best  and  quickest  possible 
means  of  distribution  of  the  manufactured  products  was  needed.  So 
they  started  building  canals  parallel  with  the  rivers  and  lakes.  By 
1825  the  Erie  Canal  was  completed,  and  within  a few  years  the  citizens 
of  Philadelphia  and  Baltimore  were  trying  to  engineer  canals  through 
the  mountains  to  Pittsburgh.  Ohio,  Indiana,  and  Illinois  took  up  the 
work  of  connecting  the  Great  Lakes  with  the  Mississippi  Valley,  while 
Maryland  and  Pennsylvania  directed  their  efforts  to  reaching  the  head- 
waters of  the  Ohio.  There  was  great  excitement  about  it  all.  Mer- 
chants saw  how  these  improvements  in  transportation  would  help  their 
business  in  the  West.  Towns  grew  up  along  the  canals  where  there 
had  been  only  wilderness  before,  and  shops  and  factories  flourished. 

No  sooner  was  the  canal-building  well  on  its  way  than  the  first 
railroads  were  planned.  Work  was  begun  on  the  Baltimore  & Ohio 


74 


AMERICA  AND  HER  IMMIGRANTS 


in  1828,  and  in  1830  ground  was  broken  for  the  Mohawk  & Hudson 
Bailway  in  New  York  State. 

Many  of  the  states  also  included  in  their  improvement  schemes 
the  buildiug  of  wagon  roads.  The  wagon  road  was  older  as  a public 
work  than  either  the  canal  or  railroad.  The  Cumberland  road  which 
had  been  started  from  Cumberland,  Maryland,  in  1806,  reached  Van- 
dalia,  Illinois,  in  1830.  Turnpike  companies  were  authorized  by  the 
states  to  build  roads  and  bridges  from  public  funds ; in  some  cases 
toll  was  charged,  others  were  free. 

All  of  these  projects,  of  course,  required  a great  deal  of  labor  of 
all  kinds,  both  skilled  and  unskilled.  Workers  were  needed  for  factory 
and  farm,  for  railroad  construction  gangs,  and  for  canal  construction 
gangs,  and  for  wagon-road  gangs.  The  native  supply  of  labor  was 
not  great  enough  to  meet  this  sudden  demand.  Where  could  laborers 
be  procured  ? The  answer  was  Europe. 

The  builders  and  manufacturers  sent  agents  to  European  countries, 
and  to  England  and  Ireland,  to  tell  the  people  over  there  about  the 
opportunities  in  America.  They  showed  them  money.  A peasant  who 
was  earning  25  cents  a day  was  told  that  in  America  he  could  earn  a 
dollar  a day — four  times  as  much.  And  he  was  told  about  the  thou- 
sands of  acres  of  rich  land  in  this  country  waiting  for  men  to  come 
and  make  it  into  valuable  farm  lands.  But  America  was  a long  way 
to  go,  especially  as  many  of  them  had  never  been  outside  of  their 
native  villages;  it  was  unknown,  full  of  uncertainties,  and  there  was 
a great  deal  to  leave  behind  to  which  they  might  never  be  able  to 
return.  So  they  came  slowly  at  first.  After  they  had  been  here  a 
while,  they  wrote  back  reports  of  the  new  land  to  friends  and  relatives 
in  Europe,  telling  of  the  wages  they  were  getting,  of  the  opportuni- 
ties on  the  land,  and  of  the  living  conditions  here.  This  brought  larger 
numbers.  When  there  have  been  famines  or  wars  or  revolutions  in 
their  own  countries,  they  have  come  here  to  get  away  from  them. 
Frequently  when  conditions  have  been  normal  over  there,  an  indus- 
trial boom  here  has  attracted  them,  or  hard  times  here  have  kept  them 
away. 

An  interesting  story  shows  how  willing  they  were  to  leave  their 
homes  in  1B30 : 

“A  ship  captain  about  to  sail  for  America  advertised  in  the  Man- 
chester Times  [England,  September  26,  1830],  that  on  a certain  day 
he  would  be  at  an  inn  in  Deansgate  to  contract  with  such  as  were 
disposed  to  go  to  Baltimore.  He  had  expected  a dozen,  but  so  many 
came  that  the  inn  and  the  street  before  it  were  filled  with  persons 
struggling  to  be  first  to  speak  with  him.  Not  one  had  the  means  to 
pay  for  the  passage,  and  when  informed  that  none  would  be  taken 
who  had  not  five  pounds  [about  $25.00],  they  cried  out  that  they  were 
willing  to  be  bound  to  service  in  America  till  their  wages  amounted  to 


THE  AMERICAN  VIEWPOINT 


75 


the  cost  of  conveying  them  there.  Despairing  of  making  them  under- 
stand, the  captain  fled  to  his  room,  whither  the  people  followed,  and 
were  with  difficulty  persuaded  to  go  home.  Between  six  and  seven 
hundred  are  said  to  have  been  in  the  crowd.  ’ ’* 

‘‘A  Westbury  weaver,  writing  from  Philadelphia  [in  1830],  de- 
clares he  had  no  trouble  in  finding  work,  that  there  are  hundreds  of 
cotton  and  woollen  mills  in  the  city,  that  weavers  were  in  demand, 
that  the  days  are  clear  for  weeks  together,  that  meat  costs  but  two- 
pence ha'penny  a pound,  gin  but  threepence  a pint,  and  that  'there 
is  no  complaining  in  our  streets.’  ”f 

About  the  same  time  another  of  these  newcomers,  near  the  Hudson 
River,  wrote  back  commenting  on  the  "puddings,  pies,  preserves, 
pickles,  and  fruit  in  season  that  load  the  farmers’  tables,”  and  re- 
marked that  "servants  sit  down  at  the  same  board  with  their  masters. 
‘They  do  not  think  of  locking  the  doors  in  this  country,  and  you  can 
gather  peaches,  apples  and  all  kinds  of  fruit  by  the  side  of  the  road.’  ”f 
Another  from  Germantown,  Pa.,  wrote : ‘ ‘ There  is  a great  many 

ill-conveniences  here,  but  no  empty  bellies.  Farmers  now  work  from 
sunrise  to  sunset,  all  the  year  around ; they  get  from  ten  to  twelve 
dollars  per  month  and  their  board,  or  three-fourths  of  a dollar  per  day. 
A man  or  woman  need  not  staj^  out  of  employment  one  hour  here. 
No  war  nor  insurrection  here,  but  all  is  plenty  and  peace.  ”f 


The  Change  from  the  old  to  the  New  Immigration,  1890-1900. 


Turn  back  to  Fig.  14  and  study  the  wTaves  of  immigration.  What 
interesting  change  was  taking  place  in  the  character  of  our  immigra- 
tion ? What  peoples  became  interested  in  the  United  States  about  1890 
that  had  not  been  concerned  before  ? Study  carefully  the  reasons  that 
are  given  for  this  change  and  make  a summary  of  them. 

Between  1900  and  the  beginning  of  the  World  War  in  1914,  more 
than  three  million  Italians  and  six  million  Slavs  poured  into  America 
— an  average  of  more  than  a half  million  a year.  The  increasing  num- 
ber was  not  the  only  important  thing ; the  character  of  the  immigrants 
was  different,  they  were  of  different  temperament,  with  different  stand- 
ards of  living  and  different  customs,  and  they  knew  different  trades. 

In  the  eleven  years  from  1899  to  1910,  nearly  three-fifths  of  all 
the  immigrants  were  either  Italians,  Slavs,  or  Hebrews. 


Total  Immigration  1899-1910,  8,514,103 
Number  of  Italians,  2,061,148  24  per  cent 

“ Slavs,  1,849,139  22  11  “ 

" “ Hebrews,  990,182  12  " “ 


4,900,469 


58 


•McMasters,  J.  B.,  “History  of  the  People  of  the  United  States,”  Vol.  6,  p.  81. 
tlbid.,  p.  80. 


76 


AMERICA  AND  HER  IMMIGRANTS 


It  was  in  one  of  these  years  that  Carlo  returned  to  Italy  and 
brought  back  his  brothers  and  sisters  and  friends.  Turn  back  to  the 
story  and  see  if  you  can  answer  the  questions  given  at  the  end  of  it. 

It  is  estimated  that  there  are  six  million  Slavs  in  America  at  the 
present  time.  Very  few  of  these,  as  Fig.  14  shows,  came  before  1890. 
Who  are  the  Slavs  ? They  are  not  all  in  America  by  any  means ; 
nearly  one-third  of  the  whole  population  of  Europe  is  Slavic.  Study 
Fig  15. 

Would  you  say  that  they  are  a unified  people  like  the  English, 
French,  Germans,  Italians,  or  Swedes?  No,  nor  are  they  a unified 
people  like  the  people  of  the  United  States.  Keep  this  statement  in 
mind  as  you  read  on  to  the  end  of  the  section,  and  see  if  you  are  able 


then  to  tell  why  America,  which  contains  all  the  nationalities  of  the 
earth,  is  more  unified  than  the  Slavic  nations,  who  have  very  few 
people  from  outside  countries. 

Now  look  carefully  at  Fig.  16. 

The  area  inhabited  by  the  Slavs  is  darkened.  Notice  the  number  of 
countries  marked  off  in  this  area:  Poland,  Russia,  Bulgaria,  Jugo- 
slovakia,  Czechoslovakia,  Ukraine.  Each  one  of  these  has  people  from 
each  other  one,  but  they  are  all  Slavs. 

Between  1899  and  1908  we  received  Servians  from : 

Croatia  Bosnia  Servia 

Slavonia  Herzegovina  Montenegro 

Istria  Bulgaria  Turkey 

Dalmatia  South  Hungary 

Think  of  it — Serbians  from  eleven  different  countries!  In  the 
same  years  we  received  Croatians  from  seven  different  countries : 
Croatia  Slavonia  Istria  Dalmatia 

Herzegovina  Bosnia  South  Hungary 


THE  AMERICAN  VIEWPOINT 


77 


We  received  Bohemians  from 

Bohemia  Moravia  Silesia 

and  Poles  from 

Galicia  Russia  Germany 

This  variety  shows  how  every  one  of  these  areas  is  sprinkled  with 
people  from  every  other.  This  makes  it  impossible  to  draw  boundary 
lines  around  the  area  inhabited  by  the  Bohemians,  or  that  inhabited 
by  the  Croatians,  or  by  the  Serbians,  and  so  on.  The  territory  in 
which  the  Slavic  peoples  live  cannot  be  said  to  be  a Slavic  country, 
because  one  area  belongs  to  Poland,  another  to  Russia,  another  to  Aus- 
tria-Hungary, and  together  they  are  not  united  states  as  our  states  are 


Fig.  16 

United  States.  These  millions  of  Slavs  can  be  thought  of,  however,  as 
belonging  broadly  to  eight  family  groups.  Fig.  17  shows  what 
these  are. 

Can  you  answer  the  questions  now  as  to  why  in  America  all  na- 
tionalities combine  to  make  one  great  nation,  while  in  Europe  the 
territory  inhabited  by  the  Slavs  does  not  comprise  a single  nation? 
Why  is  not  the  Slavic  territory  also  a melting  pot? 

MAP  EXERCISE  ON  THE  SLAVS 

Turn  to  a new  map  of  Europe  in  your  geography  book.  It  must 
be  one  made  since  1918,  otherwise  the  boundaries  of  the  Slavic  nations 
will  not  be  correct.  You  see,  the  World  War  greatly  changed  the 
boundaries  of  Austria-Hungary,  Poland,  Germany,  and  Russia  and 


78 


AMERICA  AND  HER  IMMIGRANTS 


it  was  in  these  countries  that  most  of  the  Slavs  lived.  The  treaty 
at  Paris  in  1918  created  the  new  countries  of  Czechoslovakia  and 
Jugoslovakia,  and  made  the  country  of  Poland  much  larger.  Fig.  16 
gives  the  location  of  the  principal  Slavic  nations  as  they  are  in  1922, 
but  it  does  not  show  where  the  various  divisions  of  the  Slavs  live — 
such  as  the  Ruthenians,  the  Croatians,  the  Bosnians,  the  Herzego- 
vinians. See  if  you  can  find  these  on  your  geography  map  of  Europe. 


Fig.  17 


Look  at  Fig.  16  again.  About  what  fraction  of  the  territory  of 
Europe  do  the  Slavs  occupy?  How  does  this  compare  with  their 
proportion  of  the  population? 


EXERCISE 

Complete  these  sentences  to  test  your  knowledge  of  this  lesson. 

1.  The  change  from  the  Old  to  the  New  Immigration 

means  first  that— A— and...! 

(which  nationalities?)  have  been 

coming  to  America  rather  than  the 

and (which  nationalities?)  de- 

scribed in  the  previous  lesson  as  the  “Old”  immigrant 
countries. 

2.  Between  1899  and  1910  about....;—  '..u— — 

per  cent  of  the  total  number  of  immigrants  coming  to 
America  were  from  the  countries  of  Europe  from  the 
“new”  immigration. 

3.  In  addition  to  the  Italians  and  Hebrews,  the 

are  a very  important  immigrant 

group.  They  make  up  about 

(what  fraction?)  of  the  total  population  of  Europe. 
Between  1899  and  1910  about.. .SL!^— .. per  cent  of  all  im- 
migrants landing  in  America  were... 


THE  AMERICAN  VIEWPOINT 


79 


4.  Check  any  of  the  peoples  you  think  belong  to 
the  nationality  referred  to  in  question  3. 


1.  Ruthenians 

2.  Rumanians 

3.  Hungarians 

4.  Russians  v' 

5.  Bulgarians 

6.  Letts 

7.  Polish 

8.  Serbians 


9.  Esthonians 

10.  Bohemians 

11.  Croatians  r' 

12.  Austrians 

13.  Bosnians  V" 

14.  Czechs  r 

15.  Finns 

16.  Greeks 


Now  correct  your  answers,  using  Figs.  16  and  17. 
Make  a list  of  those  you  missed,  and  study  them  for 
tomorrow. 

5.  Write  a little  summary  in  your  notebook  telling 
the  important  changes  in  immigration  between  1890-1910. 


XT,  PORTS  OF  EUROPE  FROM  WHICH  IMMIGRANTS  SAIL 

TO  AMERICA 


Here  is  a list  of  incoming  and  outgoing  steamers  and  transatlantic 
mails  that  we  clipped  from  the  New  York  World  for  June  7,  1922, 
in  looking  up  accommodations  for  a party  going  to  Europe. 


uuiwii^vj  oiriAiviriivo. 

NAME  TIME 

SAIL  THURSDAY. 

Laconia — Queenstown  12.00  M 

Taormina — Naples  12.00  M 

Hellig  Olav — Copenhagen 1.00  PM 

Susquehanna — Danzig  4.00  PM 

SAIL  FRIDAY. 

Cambrai  (U.S.A.T.) — Antwerp.  10.00  AM 
Bergensfjord — Bergen  12.00  M 

SAIL  SATURDAY. 

Homeric — Southampton  12.00  M 

Noordam — Rotterdam  12.00  M 

Kroonland — Antwerp  12.00  M 

George  Washington — Bremen..  12.00  M 
Drottningholm — Gothenburg  . . 12.00  M 

La  Savoie — Havre  12.00  M 

Italia — Vigo  12.00  M 

New  York — Naples 1.00  PM 


TRANSATLANTIC  MAILS. 

Europe,  Africa  and  West  Asia,  via 
Cherbourg  and  Southampton;  also  par- 
cel post  mails  for  Great  Britain,  Ire- 
land, France  and  the  countries  men- 
tioned in  Notes  “A”  and  “B”  below, 
via  Cherbourg  and  Southampton  (con- 
necting despatch  for  “Cairo-Bagdad” 
Air  Mail),  S.  S.  Mauretania,  8 A.  M. 

TO-MORROW. 

Italy,  Malta,  Greece  and  Jugo-Slavia 
(specially  addressed  only),  via  Naples, 
Malta,  Patras  and  Dubrovnik;  also  par- 
cel post  mails  for  Jugo-Slavia,  S.  S. 
Belvedere,  8.39  A.  M. 

Europe,  Africa  and  West  Asia,  via 
Plymouth  and  Cherbourg.  Mail  must  be 
specially  addressed  for  despatch  by  this 
steamer;  also  parcel  post  mails  for  Ger- 
many, Austria,  Czecho-Slovakia,  Hun- 
gary and  Switzerland,  via  Hamburg, 
S.  S.  St.  Paul,  11  A.  M. 


THURSDAY. 

Ireland  (other  countries  must  be  spe- 
cially addressed  for  despatch  by  this 
steamer),  via  Queenstown  and  Liver- 
pool; also  parcel  post  mails  for  Ire- 
land. via  Queenstown,  S.  S.  Laconia,  8 
A.  M. 

Azores  Islands  (Italy  must  be  spe- 
cially addressed  for  despatch  by  this 
steamer),  via  Ponta  Delgada  and  Na- 
ples; also  parcel  post  mails  for  Azores 
Is’ands,  S.  S.  Toarmina,  9 A.  M. 

Germany  (specially  addressed  only) 
in  Bremen,  S.  S.  Hanover,  1.30  P.  M. 

Norway,  Sweden,  Denmark  and  Fin- 
land, via  Christiansand,  Christiania  and 
Copenhagen;  also  parcel  post  mails  for 
Norwav,  Sweden  and  Denmark,  S.  S. 
Hellig  Olav.  10  A.  M. 

Germany  and  Poland  (specially  ad- 
dressed only),  via  Bremen  and  Danzig; 
also  parcel  post  mails  for  Poland,  via 
Danzig,  S.  S.  Susquehanna,  2.30  P.  M. 

FRIDAY. 

Belgium  and  Luxemburg  (specially 
addressed  only),  via  Antwerp;  also  par- 
cel post  mails  for  Belgium,  Luxem- 
burg and  Belgian  Congo,  U.  S.  A.  T. 
Cambrai,  6.30  A.  M. 

Norway,  via  Bergen;  also  parcel  post 
mails  for  Norway,  S.  S.  Bergensfjord, 
9.30  A.  M. 

Italy,  Greece,  Constantinople  and 
Roumania,  via  Naples,  Palermo,  Pira- 
eus, Constantinople  and  Constanza; 
also  parcel  post  mails  for  Italy,  Greece 
and  Roumania,  S.  S.  New  York,  10.30 
A.  M. 

Europe,  Africa  and  West  Asia,  via 
Plymouth  and  Boulogne.  Mail  must  be 
specially  addressed  for  despatch  by  this 
steamer;  also  parcel  post  mails  for 
Netherlands,  via  Rotterdam,  S.  S.  Noor- 
dam, 8 A.  M. 


To  the  Teacher : Pass  out  mimeo- 
graphed maps  of  the  world  and  have  pu- 
pils do  the  following  exercises.  If  you 
find  there  are  too  many  assign  particular 
ones  to  individual  pupils  and  have  them 
report  to  the  class. 

Map  and  Notebook  Exercise. 


Using  an  outline  map  of  the  world,  the  map  of  Europe  in  your 
geography  and  the  list  of  steamers  do  the  following  exercise.  Answer 
the  questions  in  your  notebook. 

1.  Do  you  think  a Bohemian  resident  of  Prague  would  sail  for 
the  United  States  from  Hamburg  or  from  Bremen  ? Why  ? 

2.  If  you  were  an  Italian  peasant  and  wished  to  come  to  the 
United  States,  from  what  port  would  you  take  the  steamer?  Locate  it 
by  a dot  on  your  outline  map. 


PORTS  OF  EUROPE 


81 


3.  Where  would  a Bohemian  go  to  sail  to  America  ? Locate  this  on 
your  map. 

4.  Where  would  a Swedish  farmer  living  on  the  west  side  of 
Sweden  go  to  take  the  ship  ? Locate  it  on  your  map. 

5.  A Prussian?  Place  his  port  on  your  map. 

6.  What  ports  would  probably  be  used  by  Bosnians,  Serbs,  Monte- 
negrins, Croatians  and  Slavonians?  Locate  these  places  on  your  map. 

7.  What  is  the  last  port  through  which  mail  for  Bucharest  (Rou- 
mania)  passes?  Locate  it  on  your  outline  map. 

8.  Trace  its  route  from  New  York  on  your  outline  map. 

9.  By  what  route  would  a Pole  from  Warsaw  come  to  America? 
Trace  it  on  your  map. 

10.  What  nationalities  probably  use  Budapest  as  a railroad  center 
in  travelling  to  a port  of  embarkation? 

11.  Would  any  countries  use  Constantinople?  Which  ones? 

12.  A party  of  Germans  from  northeastern  Prussia  planned  to 
•come  to  America.  What  would  be  the  most  economical  route  for  them 
to  take  ? Trace  it  on  your  blank  map. 

13.  From  where  could  residents  of  southern  France  sail?  Locate 
these  places  on  your  map. 

14.  Count  the  total  number  of  times  English  ports  are  mentioned 
in  the  list  of  outgoing  steamers.  Why  do  you  think  so  much  reference 
is  made  to  English  ports  ? Count  the  number  for  other  countries. 

15.  Guisseppe  Yaro,  a New  York  Italian,  wrote  to  his  brother, 
Maro,  who  lives  in  Florence.  In  time  for  which  boat  in  the  list  of 
Transatlantic  mails  should  he  post  his  letter? 

16.  Choose  the  five  cities  from  the  steamer  and  mail  lists  that 
seem  to  you  to  be  the  most  important  European  passenger  and  mail 
ports.  Write  these  in  your  notebook  with  a clear  title.  Opposite  each 
•one  write  the  population  of  the  city.  You  will  find  these  in  the  back  of 
your  geography.  These  cities  are  selected  because  they  are  centers 
Tor  passenger  traffic  and  mail  transportation.  Are  they  important  in 
any  other  way?  Do  you  think  they  have  grown  to  be  large  ports 
chiefly  because  of  passenger  and  mail  traffic?  You  will  study  many 
things  about  the  growth  of  great  cities  during  the  present  year.  We 
cannot  take  the  time  just  now  to  study  it  carefully. 

17.  But,  so  as  to  compare  what  you  know  now  with  what  you 
learn  later,  write  in  your  notebook  all  the  reasons  you  can  think  of 
why  these  port  cities  grow.  I can  think  of  at  least  five  good  reasons. 
How  many  can  you  give? 


/ 


XII.  TEST  No.  2.  TO  TEST  YOUR  KNOWLEDGE  OF  A FEW 
IMPORTANT  EUROPEAN  CITIES 


To  the  Teacher:  It  will  be  wise  to  have 
the  pupils  master  a few  of  the  principal 
European  cities  at  this  time.  We  suggest 
that  you  pass  out  blank  maps  of  Europe 
and  give  the  following  test  and  practice., 
exercise. 


First:  On  a blank  map  of  Europe  locate  each  of  the  following 
cities  by  writing  its  number  in  the  proper  place.  (Time  limit,  6 
minutes.) 

Second:  Exchange  papers  and  correct  with  a geography  map  of 
Europe  before  you.  Do  as  you  did  with  the  countries. 

Third : Learn  the  ones  you  have  missed  by  exactly  the  same  method 
which  we  used  in  learning  the  countries. 


To  the  Teacher:  Record  the  number- 
each  pupil  got  right. 


1.  London 

2.  Paris 

3.  Vienna 

4.  Stockholm 

5.  Constantinople 

6.  Glasgow 

7.  Liverpool 


8.  Moscow 

9.  Warsaw 

10.  Berlin 

11.  Petrograd 

12.  Rotterdam 

13.  Brussels 

14.  Madrid 


15.  Messina 

16.  Budapest 

17.  Hamburg 


18.  Manchester 

19.  Naples 

20.  Amsterdam 


XIII.  HOW  THE  SLAVS  LIVE  IN  EUROPE 


Most  of  our  Slavic  immigrants  are  “peasants,”  or  farmers.  A 
peasant  in  Central,  Eastern  or  Southern  Europe  is  a landholder,  just 
like  our  American  farmer.  But  he  farms  in  a different  way.  His 
farm,  instead  of  being  in  one  big  plot  of  ground  as  the  farms  in  this 
country  are,  is  divided  into  strips,  or  oblongs,  which  are  here  and 
there,  with  neighbors’  lots  between.  The  adjoining  patches  are  some- 
times planted  with  the  same  crop,  but  more  often  they  are  not,  so  that 
the  hillsides  frequently  give  the  effect  of  a patchwork  quilt  with  their 
many  shades  of  green  and  brown. 

A traveler  journeying  through  the  farm  lands  of  Europe  for  the 
first  time  wrote: 

‘ 1 1 have  counted  thirty  men  ploughing  at  the  same  time,  each  work- 
ing his  share  of  the  same  big,  unbroken  field, — open,  for  each  man’s 
share  is  marked,  not  by  hedge,  fence  or  wall,  but  only  by  a furrow 
some  thirty  centimeters  (or  about  a foot)  wide,  which  must  not  be 
planted.  It  is  said,  and  I believe  the  case  has  actually  occurred,  that 
the  strips  are  sometimes  so  narrow  that  a man  must  walk  on  his  neigh- 
bor’s  land  to  lead  the  plough-horse  on  his  own.  You  may  follow  such 
a strip  with  the  eye,  over  hollow  and  swell,  till  it  disappears  over  the 
last  ridge  in  sight.  When  land  is  divided,  for  instance  among  sons, 
each  strip  is  generally  split  lengthwise  to  insure  equality.  Otherwise 
one  might  get  the  sunny  slope  and  the  rich  hollow,  another  the  cold 
slope  and  a poor  bit  of  sandy  soil.  Thus  the  strips  get  ever  narrower. 
This  system  is  wasteful  in  every  way.  First,  it  is  wasteful  of  land. 
Where  the  holdings  are  in  strips  only  seven  meters  (22  feet)  wide, 
the  boundary  furrows  take  up  nearly  a tenth  of  the  land  (8.6  per  cent). 
Moreover,  the  strips  being  straight,  if  a field  happens  not  to  be  rec- 
tangular, awkward  corners  are  left  which  must  be  laboriously  worked 
by  hand.  It  is  wasteful  of  time,  for  a man  has  to  travel  all  over  the 
crazy-quilt  of  the  township  to  work  his  many  scattered  bits  of  land.  ”* 

In  the  small  villages  there  is  often  a large  estate  owned  by  a rich 
“gentleman,”  or  nobleman.  Between  the  peasant  and  the  “gentle- 
man” there  is  a difference  which  is  hard  for  us  to  understand.  The 
peasant  takes  off  his  cap  to  all  those  dressed  like  gentlefolk,  whether 
they  are  known  to  him  or  are  strangers,  and  bears  himself  toward  them 
with  humility.  He  feels  himself  beneath  them. 

On  the  other  hand,  there  are  groups  of  people  to  whom  the  peasant 
feels  superior,  and  is  so  recognized. 

These  are  the  cottagers  who  do  not  own  land,  the  day-laborers  and 
the  farm  servants.  Some  of  the  cottagers  own  land,  but  so  little  that 
they  have  to  eke  out  their  living  by  working  at  trades,  as  shoemakers, 


*Balch,  E.  G.f  “Our  Slavic  Fellow  Citizens,”  pp.  40-42. 


84 


AMERICA  AND  HER  IMMIGRANTS 


or  smiths,  or  weavers.  The  day  laborers  and  farm  servants  have  no 
land  at  all.  This  supeeriority  of  the  peasant  to  the  cottagers  is  shown 
by  a Bohemian  poet,  who  tells  about  Heaven: 

“All  the  rivers  still  were  wet, 

The  stones  they  still  were  hard; 

And  the  cottagers’  wives  complained 
That  the  peasants  are  too  proud.’ ’ 

In  all  European  countries  this  feeling  of  superiority  of  one  class 
of  people  over  another  is  very  marked.  Do  you  remember  how  Carlo 
made  his  Italian  friends  carry  his  baggage?  Caste  or  class  divisions 
are  very  old,  and  in  some  countries  very  strong.  In  India  one  cannot 
marry  out  of  his  class.  Persons  of  a lower  class  must  always  use  the 
titles  of  Mister,  Sir,  Squire,  My  Lord,  etc.,  in  addressing  the  upper 
class  or  the  gentlefolk.  On  the  other  hand,  members  of  the  lower 
classes  are  always  addressed  as  just  plain  “Jones,”  “Timmins,”  or 
whatever  the  last  name  may  be.  The  customs  and  dress  also  vary 
with  the  class. 

A low  class  foreigner,  though  he  may  have  become  very  wealthy 
over  here,  will  humiliate  himself  before  an  upper  class  countryman 
though  he  were  a rascal  and  a villain  and  poor  as  poverty.  And  he 
will  suffer  at  the  hands  of  his  countryman  of  an  upper  caste  what  he 
would  not  tolerate  for  one  moment  from  an  American.  Among  Amer- 
icans such  caste  divisions  are  not  found,  for  they  came  about  chiefly 
through  the  ownership  of  land.  With  millions  of  acres  of  land  in  this 
country  free  for  the  asking,  distinctions  between  families  that  were 
building  the  American  nation  were  soon  lost  sight  of.  Each  person 
had  to  work  for  his  living.  In  the  early  days  they  shared  work,  and  it 
was  not  everyone  for  himself,  but  everyone  for  all.  Their  common 
work,  their  common  hardships,  and  their  common  enemies,  the  Indians, 
made  them  equal  in  each  other’s  sight.  It  is  this  spirit  of  friendliness 
and  mutual  helpfulness  that  we  call  democracy.  The  history  of  Euro- 
pean countries  was  different,  and  the  results  are  different. 


How  do  these  people  get  along  in  the  different  Slavic  nations  ? Are 
they  as  prosperous  as  our  farmers  and  tradesmen?  What  kinds  of 
houses  do  they  have  ? What  crops  do  they  raise  ? What  kinds  of  peo- 
ple are  they? 

The  Following  Stories  of  Life  in  Slovakia  Will  Help  Answer 

the  Questions. 

“The  villages,  while  sometimes  dreary,  are  often  full  of  life  and 
charm.  As  a quiet  pond  is  a common  feature  of  a South  Bohemian 
village,  characteristic  of  a Slovak  village  is  a brook  running  through 


HOW  THE  SLAVS  LIVE  IN  EUROPE  85 

its  midst.  It  is  peopled  by  geese,  now  plump  and  sleek,  now  newly 
plucked  and  dismal,  by  playing  children  and  by  women  knee-deep  in 
the  cold  water  pounding  their  linen  on  little  wooden  stands.  Willows 
and  a foot  bridge,  and  a wagoner  watering  his  horse  before  he  drives 
through  the  shallow  ford,  perhaps  complete  the  picture. 

“ If  it  is  a town  and  not  a village,  there  may  be  a church,  occasion- 
ally of  some  architectural  pretensions,  and  perhaps  a good  deal  else  of 
historical  interest,  such  as  the  remains  of  the  old  wall  that  kept  out 
the  Turks  in  their  day,  with  a stone  cannon  ball  embedded  in  its  side; 
the  former  gallows  hill ; and  an  old  linden  which  now  shades  the  image 
of  a Christian  saint  but  under  which  a heathen  god  may  once  have 
been  worshipped  (for  the  linden  is  the  sacred  tree  of  the  Slavs). 

“Just  outside  some  of  the  towns  will  be  seen  a gipsy  settlement, 
all  dirt,  naked  children  and  beggary.  One  man  is  squatting  over  a fire 
forging  a chain,  for  the  gipsies  are  clever  iron  workers.  In  a grass- 
roofed  hovel,  where  the  air  is  dense  with  smoke,  a violin  hangs  on  the 
wall.  The  boy  who  earns  it  may  some  day  be  earning  gold  and  glory 
as  a member  of  one  of  the  gipsy  bands  which  afford  the  Magyar  such 
extravagant  delight,  but  a gipsy  he  will  remain  in  every  fibre. 

“The  return  from  such  a settlement  to  the  Slovak  town  or  village 
is  a return  to  another  world.  Here  are  long,  low  houses,  neat  and 
clean,  ranged  with  their  gable  roofs  end  to  end  in  an  even  row,  flush 
with  the  street,  the  eaves  just  above  the  door.  The  roofs  are  apt  to  be 
of  handmade  shingles,  for  thatch  means  plenty  of  grain  to  supply  the 
straw,  and  not  much  grain  grows  there.  The  houses  are  generally 
either  of  brick,  frequently  merely  sun  dried,  or  of  wood.  Often  the 
ends  of  cross-laid  logs  or  great  squared  beams  show  clearly  at  the  cor- 
ners. But  whatever  the  material,  it  is  generally  covered  with  plaster 
or  raw  clay,  and  either  white-washed  or  painted  some  pale  shade  or 
buff,  blue  or  green.  The  houses  are  generally  perfectly  plain  in  their 
design,  though  some  have  pretty  woodwork  at  the  gable  ends,  or  pat- 
terns painted  on  the  walls  or  about  the  windows — a kind  of  work  which 
is  a specialty  of  the  women,  who  are  said  to  do  it  freehand. 

“Of  course,  conditions  vary  with  localities  and  with  individual 
housewives,  but  my  general  impression  is  of  interiors  tidy  and  home- 
like, however  deep  the  mud  in  the  village  street.  Even  an  earthen 
floor  may  be  made  to  suggest  cleanliness.  I remember  especially  a call 
at  a house  where  the  daughter  had  recently  gone  to  America  to  get 
work.  The  mother  who  welcomed  us  led  us  through  the  entry,  where 
a girl  was  washing,  into  the  living  room  and  offered  us  the  traditional 
“bread  and  salt” — that  is,  as  a matter  of  fact,  a loaf  of  rye  bread  and 
a knife,  that  we  might  serve  ourselves  unstinted.  We  honored  the 
pretty  old  custom,  and  I wished  that  I had  cut  off  a bigger  piece,  it 
tasted  so  good. 


86 


AMERICA  AND  HER  IMMIGRANTS 


“The  room  was  low  but  scrupulously  neat.  On  the  wall  hung^ 
gay  colored  crockery,  products  of  an  old  home  art,  specimens  of  which 
collectors  highly  prize.  There  were  double  windows,  opening  casement 
fashion,  and,  in  the  space  between,  pots  of  wallflowers.  On  the  bed 
were  piles  of  square  feather  pillows,  the  pride  and  visible  assets  of 
the  thrifty  housewife.  Each  has  a bright  undercover  (among  rich  city 
people  these  would  be  of  satin, — yellow,  pink,  blue  or  what  not)  over 
which  is  drawn  a case  of  handspun  linen,  with  ends  of  lace  insertion, 
also  handmade,  through  which  the  color  peeps  prettily.  It  takes  some 
sixteen  geese  to  supply  one  feather  bed.  There  was  a sewing  machine 
and  a table  on  which  lay  a copy  of  a Sokol  magazine  (that  is,  the 
organ  of  one  of  the  universal  patriotic  athletic  associations).  On  the 
wall  were  pictures  of  sacred  subjects.  These  often,  even  in  much 
poorer  homes,  make  a sort  of  frieze  about  the  top  of  the  room.  Often, 
too,  there  hangs  over  the  table  a curious  little  ornament  made  of  a 
blown  eggshell,  with  tail  and  wings  of  pleated  paper.  This  represents 
a dove  and  symbolizes  the  Holy  Ghost. 

“In  many  houses  there  was  a loom,  but  I think  we  never  saw  a 
spinning  wheel,  for  the  spinning  season  was  over.  It  is  only  in  winter 
that  the  famous  spinning  bees  take  place,  where  young  and  old  gather 
in  separate  groups  to  sing,  tell  legends  and,  in  the  case  of  the  girls, 
receive  their  lovers  who  drop  in  toward  the  end  of  the  evening.  Clothes 
are  kept  for  the  most  part  in  chests,  which  are  sometimes  painted  with 
rude  designs  of  flowers  on  a red,  blue  or  green  background,  and  which 
the  bride  must  bring  to  her  husband  well  replenished.”* 

You  can  now  understand  why  an  Austrian  complained  of  our 
shocking  waste  of  wood : ‘ ‘ This  sometimes  went  so  far,  ’ ’ he  said,  ‘ ‘ that 
the  inhabitants  used  wood  to  build  fences,  simply  to  save  the  trouble 
of  having  the  cows  herded.”  What  would  we  think  of  an  American 
farmer  who  would  pay  an  able-bodied  person  to  watch  one  or  two 
cows  day  after  day,  to  save  building  a fence?  This  Austrian  was 
thinking  of  wages  such  a man  would  get  in  Austria,  at  most  26  cents 
a day  with  his  board. 

Here  is  a description  of  a Croatian  house. 

“A  Croatian  house  of  the  poorer  sort  is  often  very  pretty,  with  its 
steep  shingled  roof  and  whitewashed  or  stuccoed  sides.  Frequently 
there  is  no  chimney,  and  the  little  trapdoor  in  the  roof  is  kept  closed 
during  the  winter,  so  that  till  spring  the  smoke  has  no  exit.  This  is 
not  so  bad  as  it  sounds,  as  the  fire  is  often  on  a stone  hearth  in  the 
centre  of  the  house,  while  to  the  right  and  left  are  rooms  which  are 
really  more  like  little  dwellings  or  boxes  built  inside  the  house.  The 
smoke  rolls  through  .the  space  above  the  planking  which  ceils  these, 
and  this  part  of  the  building  is  often  crusted  with  the  black,  shiny 

♦Balch.  E.  G..  “Our  Slavic  Fellow  Citizens,”  pp.  88-90. 


HOW  THE  SLAVS  LIVE  IN  EUROPE 


87 


deposit  of  the  soot  while  the  living  room  is  clear  of  it  within.  This 
room  may  be  heated  with  a stove  of  unglazed  tiles  which  is  fed  from 
outside  the  room  through  an  opening  in  the  wall  and  which,  like  all 
European  stoves  of  this  type,  gives  no  direct  fire  heat  and  no  ventila- 
tion, but  radiates  warmth  from  its  own  surface.  Such  a stove  is  heated 
like  a Dutch  oven,  with  a brisk  fire  quickly  burned  out  and  usually 
made  only  once  a day.  These  Croatian  stoves  are  often  made  of 
what  looks  like  a series  of  unglazed  flower-pots  embedded,  empty,  and 
mouths  out,  in  a mass  of  clay.  This  pigeon-holed  exterior  gives  a great 
extent  of  radiating  surface,  which  is  the  prime  object  in  all  stoves  con- 
structed on  this  principle,  and  will  sometimes  give  out  warmth  for 
three  days  without  needing  to  be  re-heated.  Around  the  stove  are  rails 
for  drying  wet  clothes. 

‘ ‘ In  poorer  houses  there  may  be  simply  a fire  of  twigs  and  branches 
on  the  floor  and  a baby  wrapped  in  rags  lying  in  the  ashes.  The 
family  sleep  probably  in  one  room,  occasionally  on  straw  covered  with 
the  curious  Croatian  blankets,  which  are  almost  as  shaggy  as  the 
original  sheep,  and  woven  in  bright,  angular  patterns. 

“The  windows  are  apt  to  be  small.  We  heard  of  people  having 
been  burned  up  because  they  could  not  get  out  through  the  windows 
when  the  house  was  on  fire  and  the  doorway  cut  off.  But  this  defect 
is  not  confined  to  Croatia.  It  was  among  the  Slovaks  that  a priest  told 
us  that  he  preached  against  windows  ‘so  small  that  it  made  an  eclipse 
of  the  sun  if  a hen  flew  in.’  It  was  in  Galicia  that  a woman  pointed 
out  a small  single  pane  fixed  in  the  wall  to  the  east  so  that  it  might 
be  possible  to  see  the  sun  rise  and  know  when  to  get  up,  and  explained 
to  us  that  there  was  no  window  to  the  north  because  the  north  is  evil. 

“The  cattle  are  often  accommodated  under  the  same  roof  with  the 
family,  either  on  the  same  level,  only  separated  by  a partition,  or 
underneath  in  a sort  of  basement  stall.  I frequently  heard,  and  not 
alone  in  Croatia,  that  families  had  animals  living  with  them  more 
sociably  than  this,  as  the  Irish  used  to  have  both  at  home  and  in  Amer- 
ica, but  I never  saw  a case — except,  indeed,  hens  straying  in  and  out, 
and  once  some  small  pigs  who  seemed  to  have  the  run  of  the  house.”* 

This  is  the  way  they  live  in  Galicia  and  Ruthenia: 

“Of  course  the  conditions  of  life  among  the  peasants  [of  Galicia! 
differ  from  place  to  place,  and  vary,  as  they  do  everywhere  else, 
according  to  the  character  of  individuals.  From  what  I have  heard, 
however,  as  well  as  from  what  I saw,  I should  say  that  in  general  things 
were  even  poorer  in  Galicia  than  among  the  Slovaks.  I recall  the 
establishment  of  a peasant  family  near  Lemberg,  better  off  than  many, 
with  a whole  series  of  small  farm  buildings  besides  the  dwelling 
house,  granary,  barn,  wattled  bin  for  Indian  corn,  cow  stall  and  so 


♦Balch,  E.  G.,  op.  cit.,  pp.  164-165. 


88 


AMERICA  AND  HER  IMMIGRANTS 


forth,  grouped  about  the  yard.  The  old  peasant  mother,  and  what  we 
saw  of  her  housekeeping,  would  have  done  no  credit  to  any  slum,  and 
the  farm  maid  slept  in  a little,  dirty,  filthy  cow-house,  where  there 
was  no  trace  of  any  regard  for  health  or  comfort,  unless  a hole  for 
shoveling  out  manure  on  to  the  heap  outside  could  be  called  that.  . . . 

“As  I paint  this  dark  picture  I think  of  another  village,  a Ruthen- 
ian  one,  where  the  friendly  and  intelligent  priest  took  us  to  call  in  one 
peasant  home  after  another.  The  houses  were  close  together,  in  an 
irregular  settlement,  and  the  visitor  had  to  pick  his  steps  amid  pools 
and  barnyard  compost  heaps  to  pass  from  one  to  another.  But  in  spite 
of  primitive  conditions,  we  saw  wholesome,  friendly,  attractive  family 
scenes.  The  way  in  which  the  priest’s  hand  was  kissed  as  he  came  in 
had  far  more  of  friendly  feeling  than  of  formal  respect,  and  girls, 
interrupted  in  the  midst  of  a Sunday  toilette  in  the  single  family  room, 
were  neither  abashed  nor  bold,  but  quietly  and  deftly  finished  the 
braiding  of  hair  and  slipping  on  of  outer  garments.  These  were  taken 
from  the  little  chest  which,  as  the  only  place  for  keeping  personal 
articles  where  closets,  wardrobes,  bureaus,  drawers,  shelves  and  hooks 
are  alike  wanting,  is  an  important  piece  of  furniture.  The  rooms  were 
low  and  whitewashed;  the  main  objects  were  always  the  same — a big 
earthenware  stove,  beds,  and  possibly  a bench  along  the  wall.  Perhaps 
a baby 7s  cradle  might  be  added.  7 ’* 

“An  interesting  result  of  the  emigration  to  America,  and  this  not 
alone  in  Galicia,  is,  as  has  already  been  said,  the  breaking  up  of 
large  estates.  The  large  landowner  finds  times  very  unfavorable,  and 
as  land  comes  into  the  market  it  is  apt  to  be  cut  up  and  sold  in  small 
lots.  In  Galicia  50,000  to  90,000  acres  are  “ parcelliert 7 7 in  this  way 
annually,  and  often  the  money  for  the  purchase  comes  from  America. 
Interesting  instances  of  this  process  were  related  to  us  among  the 
Ruthenians  in  Hungary.  In  one  case  an  estate  of  some  700  acres  was 
for  sale.  A hundred  or  so  peasants  acting  together  bought  this  for 
$40,000.  In  another  case  where  some  $64,000  was  to  be  paid,  a lawyer 
offered  to  procure  the  money  for  them  on  easy  terms,  but  they  said, 
“Oh,  no,  we  will  send  to  America  for  it,”  and  they  did  so.  They  paid 
$24,000  down,  and  $40,000  more  was  sent  in  the  course  of  two  years 
from  America  to  complete  the  payment.  To  show  how  values  have 
risen — this  land  in  Hungary  which  sold  for  $64,000,  was  perhaps  a 
fifth  part  of  an  estate  which  was  sold  about  1870  for  something  over 
$8000. 

‘‘A  curious  by-result  of  Galician  emigration  is  an  increased  de- 
mand for  American  agricultural  machinery.  ‘McCormick,  for  in- 
stance, 7 said  my  informant,  the  secretary  of  an  important  Chamber  of 
Commerce,  ‘owes  his  Galician  market  to  the  fact  that  there  are  work- 


♦Balch,  E.  G.,  op.  cit.,  pp.  142-143. 


HOW  THE  SLAVS  LIVE  IN  EUROPE 


89 


ers  here  who  understand  how  to  use  his  machinery.’  This  is  only  one 
instance  of  what  must  be  in  the  aggregate  a considerable  demand  for 
American  goods  in  districts  ill  which  returned  emigrants  spread  their 
use  directly  or  indirectly. 

“One  hears  interesting  accounts  of  the  return  of  emigrants.  In 
some  places  they  say  that  the  friends  of  a man  who  comes  back  meet 
him  outside  the  village  and  bring  him  his  home  clothes  to  put  on,  that 
he  may  not  be  embarrassed  by  having  to  appear  in  strange  American 
dress.  In  other  places — among  the  Slovaks — I was  told  that  an  ‘Amer- 
ican’ would  come  to  church  for  a few  Sundays  in  his  Yankee  clothes, 
but  in  the  village  there  would  be  no  one  to  ‘do  up’  his  starched  shirt 
for  him,  and  he  would  soon  go  back  to  the  old  village  dress.  ’ ’* 

The  Love  of  the  Beautiful  Among  the  Slavs. 

‘ ‘ The  old  village  life  may  not  always  be  sanitary  or  clean  or  moral, 
but  it  is  harmonious,  complete,  self  consistent.  Lying  aside  from 
beaten  routes  of  travel,  many  Slavic  districts  retain  to  an  amazing 
extent  an  old-world  aspect  which  gives  them  unspeakable  charm.  The 
beautiful  costumes,  fixed  by  tradition  but  differing  from  village  to  vil- 
lage, ornamented  with  exquisite  embroidery,  hand  lace,  rich  braiding  or 
leather  work,  are  still  in  many  country  places  the  ordinary  and  general 
dress.  They  are  seen  at  their  best  at  the  weekly  market,  in  the  crowded 
church  during  mass,  or  at  a wedding  or  a dance  on  the  green. 

“The  gift  of  the  Slav  for  color  and  for  music  touches  the  whole 
life  with  poetry.  Every  occasion  and  act,  every  wood  and  hill  and 
stream,  has  its  adornment  of  custom,  superstition  or  legend  which,  with 
its  glamor,  veils  to  the  sentimental  traveler  at  least,  the  hard  and  sor- 
did side  of  lives  often  close  to  actual  want.  And  indeed,  the  primitive 
and  natural  labors  of  plowman  and  reaper,  of  spinner  and  weaver, 
of  craftsman  and  shepherd,  need  no  adornment  to  be  beautiful.”! 

“It  is  difficult  to  describe  the  dress,  it  varies  so  from  place  to  place. 
Every  little  village  has  its  own  peculiarities,  so  that  its  people  are  dis- 
tinguishable to  the  initiated,  and  this  doubtless  helps  to  give  a strong 
sense  of  local  solidarity.  Within  the  village  there  is  the  most  scrupu- 
lous adherence  to  custom.  The  kerchief  knotted  under  chin,  apparently 
carelessly,  is  in  reality  arranged  in  certain  folds  and  at  a certain 
angle,  precisely  as  prescribed  by  local  usage  and  in  a way  that  is  dif- 
ferent from  that  of  the  next  place. 

“The  colors  are  generally  harmonious  and  brilliant,  though  in  some 
districts  a wonderful  effectiveness  is  gained  by  heavy  embroidery  of 
black  on  white,  with  no  color.  In  many  places  bright-patterned  stuffs, 
usually  in  large  flowered  designs,  are  attractively  used  for  skirt,  bodice 
or  apron.  The  latter  is  generally  the  show  piece  in  a woman’s  holiday 


•Balch,  E.  G.,  op.  cit.,  p.  57. 
tBalch,  E.  G , op.  cit.,  p.  57. 


90 


AMERICA  AND  HER  IMMIGRANTS 


costume.  I was  interested  to  note  the  same  curious  and  beautiful  com- 
binations of  color,  most  unlike  those  that  we  are  accustomed  to  choose, 
which  had  struck  me  years  ago  on  a visit  to  the  settlement  of  Slavs 
(Vends)  which  survives  in  the  Spreewald,  near  Dresden* 

“The  great  beauty  of  these  costumes  is  the  embroidery  which  is 
indeed,  with  song,  the  chief  art  of  the  Slovak.  The  women  do  this  work 
mainly  in  winter,  when  their  fingers  are  sufficiently  soft  again  after  the 
field  work.  They  are  said  to  often  embroider  their  patterns  without 
first  drawing  them,  and  they  work  so  neatly  that  the  under  side  is 
almost  as  perfect  as  the  upper.  The  variety  of  stitches  is  great,  and 
embroidery  is  combined  with  pillow  lace  and  drawn  work.  The  feeling 
for  style  is  admirable.  The  designs  are  conventional  and  the  motives, 
generally  from  plant  life,  are  roses,  poppy  heads,  tulips,  cornflowers, 
and  so  forth.  One  animal  motif,  the  cock,  is  also  commonly  introduced, 
but  perhaps  the  commonest  single  figure  is  the  heart-shape.  Special 
units  of  design  often  have  special  names,  like  the  quilting  patterns  of 
our  grandmothers.  Many  of  these  seem  to  be  quite  fanciful — the 
‘lover’s  eye’  or  the  ‘little  window’  may  have  no  visible  resemblance  to 
the  object  named.”* 

Test. 

Summarize  “How  the  Slavs  live  in  Europe”  by  filling  in  the  sen-  , 
tences  below. 

1.  A peasant  in  Central,  Eastern,  and  Southern  Europe  is  a 

- , like  the  American  farmer.  But  he  is  different  from 

the  latter  in  the he 

2.  A peasant  in  Europe land  in  an field  which  many 

other  peasants  also  use. 

3.  This  strip  system  is  very  wasteful  in  2 ways. 

a.  It  is  wasteful  of 

b.  It  is  wasteful  of 

4.  You  find  a marked  feeling  of between  peasants  and  the 

gentlefolk. 

5.  Beside  the  gentlefolk  and  peasants  there  are  other  classes  such 

as  the and 

Check  the  statements  below  that  best  describe  Slavic  life  in  Europe. 

1.  A pond  or  a brook  is  a common  feature  of  Slavic  villages. 

2.  Every  village  has  a church. 

3.  The  houses  in  these  villages  are  long,  low  attractive  houses. 

4.  The  interior  of  each  home  is  very  neat. 

5.  These  people  make  their  own  clothes. 

6.  Each  home  is  well  lighted  and  heated. 

7.  The  cattle  are  kept  in  the  same  building  with  the  peasants. 

•Balch,  E.  G.,  op.  cit.,  pp.  90-91. 


XIV.  THE  EMIGRANT’S  JOURNEY  TO  AMERICA 
1.  How  Does  He  Get  from  His  Home  to  the  Port  of  Embarkation? 

The  first  thing  you  will  think  of  is  that  he  goes  by  railroads  of 
course.  What  about  the  railroads  in  Europe  ? Do  you  think  there  are 
as  many  there  as  here,  and  are  there  trains  as  frequently?  What  did 
we  learn  about  the  Europeans  as  far  as  travel  was  concerned?  Were 
they  great  folks  to  visit  around  from  town  to  town  and  take  long  trips 
across  the  country  as  we  do  here,  or  were  they  stay-at-homes  ? 

In  America  we  have  great  railroad  centers,  like  Chicago,  New  York, 
Cleveland,  Buffalo,  Detroit ; we  have  interurbans,  electric  trolley  lines 
between  cities,  and  we  have  cars  in  small  towns  that  connect  with 
trains.  Would  you  imagine  that  in  Europe,  where  the  people  travel 
so  little,  they  would  have  all  these  ? Next  month  we  are  going  to  learn 
a great  deal  about  railroad  systems,  but  just  now  we  need  to  get  some 
idea  of  them.  The  fact  is  that  the  United  States  has  far  more  miles 
of  railroad  than  any  other  country  in  the  world ; and  it  has  almost 
as  many  miles  as  all  Europe  put  together. 

Find  in  your  geography  or  history  book  a map  showing  the  rail- 
road lines  in  the  United  States,  and  one  showing  those  in  Europe. 

To  the  Teacher : If  possible  use  a wall 
map  like  those  in  the  series  of  Finch  Eco- 
nomic Maps,  published  by  A.  J.  Nystrom, 
Chicago. 

What  is  your  first  big  conclusion  from  a glance  at  these  two  maps  ? 
Write  it  down  in  your  notebook.  Now  in  one  column  make  a list  of 
the  chief  railroad  centers  in  the  United  States,  and  in  another  column 
a list  of  those  in  Europe,  and  opposite  each  city  write  its  population. 
Do  you  find  that  most  of  the  large  cities  are  railroad  centers? 

In  what  sections  of  Europe  do  you  notice  that  transportation  is 
better  developed?  Which  countries  have  the  most  railroad  mileage? 

Now  think  back  again  to  the  people  who  want  to  emigrate  to 
America.  Are  they  always  near  a railroad?  Do  you  think  those  who 
are  not  can  take  trolleys  and  easily  get  to  one  the  same  day  ? 

What  do  you  suppose  are  the  reasons  that  in  certain  places  there 
are  more  railroads  than  in  others? 

Did  you  ever  hear  a description  of  the  railroad  trains  in  Europe? 
Does  anyone  know  whether  they  are  like  our  trains  ? 

Again  we  meet  the  “caste”  system.  There  are  first,  second  and 
third-class  trains,  or  “trams”  as  they  call  them.  Which  would  you 
say  at  once  that  there  were  most  accommodations  for — the  first  class 
or  the  third  class?  Why?  There  is  little  difference  between  the  first 
and  second  class  carriages,  perhaps  a little  more  elbow  room  in  the 
first  and  a richer  color  of  upholstery.  The  accommodations  for  third- 
class  passengers  are  sometimes  nearly  as  good  as  those  for  second 


92 


AMERICA  AND  HER  IMMIGRANTS 


class,  but  generally  they  are  not.  On  many  of  the  trains  in  the  early 
morning  and  late  evening  carrying  workmen  in  and  out  of  the  large 
cities,  the  third-class  cars  have  hard  wooden  benches  upon  which  their 
occupants  may  be  seen  huddled  together,  each  passenger  supporting 
the  person  next  to  him.  The  cost  of  the  ticket,  of  course,  varies  with 
the  class  of  passage.  Upon  many  local  trains  there  is  a fourth  class, 
which  allows  for  standing  room  only.  On  many  of  the  fastest  trains, 
there  are  no  third  or  fourth-class  accommodations. 

Their  trams  are  also  constructed  differently  than  ours.  Instead  of 
having  a center  aisle,  with  seats  on  either  side,  there  are  from  five  to 
eight  closed-off  compartments,  each  of  which  seats  eight  people,  all 
opening  into  a single  passageway  on  one  side  of  the  car.  The  best 
ones  are  very  comfortable,  more  so  perhaps  than  our  Pullmans.  It  is 
very  expensive  to  take  a berth  in  foreign  trains,  and  one  who  needs 
to  make  a night  trip  usually  trusts  to  luck  that  the  train  will  not  be 
crowded  and  he  can  stretch  out  full  length  in  his  compartment. 

EXERCISE 

1.  See  if  you  can  trace  on  the  wall  map  of  Europe  the  route  the 
following  emigrants  would  take  in  going  from  their  homes  to  ports  of 
embarkation : 

a.  An  Italian  living  ten  miles  from  Salerno. 

b.  A German  living  in  Hanover. 

c.  An  Austrian  living  at  Gratz  and  sailing  from  a German 

port  of  embarkation. 

d.  A Pole  living  near  Lemberg  and  embarking  for  Amer- 

ica by  way  of  a Polish  port. 

e.  A Swede  living  in  Upse^a  and  departing  from  a Swedish 

port. 

/.  A group  of  Hebrew  refugees  from  Kief  who  crossed  the 

frontier  into  Roumania,  embarking  at  Constanza. 

g.  A Swiss  family  leaving  from  a French  port,  Havre. 

2.  Trace  the  route  of  a letter  mailed  at  Belgrade  for 

a.  The  German  port  of  Hamburg. 

b.  Fiume. 

c.  Constantinople. 

3.  Show  about  how  a letter  mailed  at  Prague  would  travel  to 

a.  The  Dutch  port  of  Rotterdam. 

b.  The  Italian  port  of  Trieste. 

c.  The  French  port  of  Cherbourg. 


XY.  THE  EMIGRANT’S  JOURNEY  TO  AMERICA 
2.  From  Port  of  Embarkation  to  Ellis  Island. 

Now  that  you  have  located  the  railroad  centers  and  the  ports  of 
embarkation,  you  are  ready  to  follow  the  emigrant  to  Ellis  Island. 
The  following  descriptions  were  written  by  people  who  actually  came 
over  to  America  as  emigrants  from  European  countries. 

at  the  ports. 

The  first  is  part  of  a story  written  by  a Croatian  school  teacher 
telling  how  the  people  feel  in  leaving  their  homes,  and  what  their  loved 
ones  experience  in  being  left  behind. 

NOTES  FROM  MY  VILLAGE. 

‘'Today  they  are  telling  in  the  village  that  fifteen  are  going  to- 
morrow to  Fiume  by  the  early  train — men,  women  and  young  girls 


Slavic  immigrants  taking  the  train  in  Europe.  Notice  how  the  cars  are 
built  with  narrow  compartments,  each  compartment  having  a separate  outside 
door. 

(From  Steiner:  “From  Alien  to  Citizen,”  by  permission  of  the  publisher, 
Revell  & Co.) 


on  their  way  to  America.  They  were  all  blessed  by  the  priest  after 
mass.  The  prayer  for  their  happiness  away  from  home  was  very 
moving.  All  who  knelt  before  the  altar  were  pale,  struggling  against 
the  tears  in  eyes  which  may  never  see  this  church  again.  On  this 
consecrated  spot  they  took  leave  of  the  fatherland,  our  dear  Croatia, 
who  cannot  feed  her  children  because  she  is  not  free  nor  the  mistress 
of  her  o\%n  money.  She  must  let  them  go  among  strangers  in  order 


94 


AMERICA  AND  HER  IMMIGRANTS 


that  those  who  remain  may  live,  they  and  their  children  and  their  old 
people.  And  the  old  people  die  in  peace  because  they  have  hope  the 
little  ones  shall  fare  better  than  ever  they  have  done. 

“This  morning  all  went  early  to  confession.  With  God  they  go 
safer  on  their  long  journey.  Toward  evening  they  can  be  seen  hurry- 
ing from  house  to  house  taking  leave  of  those  that  they  love.  Who 
can  say  that  there  will  ever  be  another  meeting  for  them?  It  is 
very  late  before  they  have  finished  these  visits  and  the  family  waits 
for  them  with  impatience.  With  impatience,  how  else  when  this  eve- 
ning or  rather  the  few  hours  still  left  are  so  short?  This  is  the  last 
supper  at  home.  There  is  no  going  to  bed,  for  at  three  they  must  start 
for  the  station  as  the  train  goes  at  four.  It  is  so  sad  to  hear  them 
driving  through  the  village  singing  a song  which  expresses  all  the 
feelings  of  their  sore  hearts. 

‘ ‘ The  saddest  moment  of  all  is  the  departure.  The  train  has  come, 
they  must  get  on  board.  How  many  tears  and  sobs  and  kisses  in  our 
little  forest  and  rock-bound  station.  Friends  go  with  them  to  Fiume — 
all  but  the  children  and  old  folks,  who  stay  in  the  village  alone. 

“In  Fiume  the  girls  buy  what  they  need  for  the  journey  and  a 
little  gold  crucifix.  That  must  be  bought  in  the  fatherland.  So  must 
rings,  too.  Often  the  parents  buy  the  betrothal  rings  for  their  sons 
and  daughters  who  marry  in  America  and  send  them  to  them.  Faith 
and  love  come  from  the  homeland. 

“Finally  at  the  ship  goodbyes  must  be  said,  the  last.  One  little 
girl  whose  older  sister  was  going  by  train  to  Vienna,  had  gone  with 
her  to  Fiume.  But  when  the  train  was  about  to  go  the  little  one 
flung  herself  down  upon  the  ground  in  her  distress  and  shrieked  terri- 
bly. Everyone  tried  to  pacify  her,  but  she  pressed  her  little  hands 
ov^r  her  eyes  to  hide  the  engine  from  her  sight,  and  answered,  ‘It  is 
easy  for  you  to  talk,  but  this  hateful  engine, is  robbing  me  of  my  sweet 
sister.’  She  was  quite  ill  with  suffering  and  they  had  much  ado  to  get 
her  away.  But  it  is  hardest  for  the  mothers  who  let  their  daughters 
or  their  sons  go. 

“Very  late,  after  midnight,  people  come  home — alone.  Now  come 
quiet  tears  and  prayer  that  God  may  grant  the  travelers  a safe  arrival. 
With  what  anxiety  and  joy  do  they  wait  for  the  news  from  the  agent 
that  their  dear  ones  have  reached  New  York  in  safety.  There  relatives 
are  already  expecting  them  and  the  journey  can  be  peacefully  con- 
tinued in  their  company.  Our  people  generally  go  to  Michigan.  In 
one  town  there  are  so  many  that  our  people  call  it  ‘New  Lipa.’  ”* 

Let  Mr.  Edward  A.  Steiner,  himself  an  Hungarian  immigrant,  who 
has  become  known  all  over  the  world  as  an  American  writer  on  immi- 
gration, tell  how  the  emigrant  is  taken  to  the  ship.  Mr.  Steiner  has 

♦Balch,  E.  G.,  “Our  Slavic  Fellow  Citizens,”  pp.  183-185. 


THE  EMIGRANT'S  JOURNEY  TO  AMERICA 


95 


been  over  in  the  steerage  ten  different  times  so  as  to  learn  all  about 
conditions,  and  he  has  been  very  influential  in  improving  them  for  the 
immigrant. 

“These  formalities  [of  passports]  over,  the  travelers  move  on  to 
the  market  square,  a dusty  place,  where  women  squat,  selling  fruits 
and  vegetables ; the  plaster  cast  and  gaily  decorated  saints  stoically 
receiving  the  adoration  of  our  pilgrims,  who  come  for  the  last  time 
with  a petition  which  now  is  for  a prosperous  journey. 

‘ ‘ There  also,  the  agent  qf  the  steamship  company  receives  with  just 
as  much  feeling  their  hard  earned  money  in  exchange  for  the  long 
coveted  ‘Ticket,’  which  is  to  bear  them  to  their  land  of  hope. 

“From  hundreds  of  such  towns  and  squares,  thousands  of  simple- 
minded  people  turn  westward  each  day,  disappearing  in  the  clouds  of 
dust  which  mark  their  progress  to  the  railroad  station  and  on  towards 
the  dreaded  sea. 

“From  the  small  windows  of  fourth-class  railway  carriages  they 
get  glimpses  of  a new  world,  larger  than  they  ever  dreamed  it  to  be, 
and  much  more  beautiful.  Through  orderly  and  stately  Germany,  with 
its  picturesque  villages,  its  castled  hills  and  magnificent  cities  they 
pass ; across  mountains  and  hills,  and  by  rushing  rivers,  until  one  day 
upon  the  horizon  they  see  a forest  of  masts  wedged  in  between  the 
warehouses  and  factories  of  a great  city. 

“Guided  by  an  official  of  the  steamship  company  whose  wards  they 
have  become,  they  alight  from  the  train ; but  not  without  having  here 
and  there  to  pay  tribute  to  that  organized  brigandage,  by  which  every 
port  of  embarkation  is  infested.  The  beer  they  drink  and  the  food 
they  buy,  the  necessary  and  unnecessary  things  which  they  are  urged 
to  purchase,  are  excessively  dear,  by  virtue  of  the  fact  that  a double 
profit  is  made  for  the  benefit  of  the  officials  or  the  company  which  they 
represent. 

“The  first  lodging  places  before  they  are  taken  to  the  harbors, 
are  dear,  poor  and  often  unsafe.  Much  bad  business  is  done  there 
which  might  be  controlled  or  entirely  discontinued.  For  instance,  in 
Rotterdam  three  years  ago,  coming  with  a party  of  emigrants,  we  were 
met  by  an  employee  of  the  steamship  company  and  taken  in  charge, 
ostensibly  to  be  guided  to  the  company’s  offices  near  the  harbor.  On 
the  way  we  were  made  to  stop  at  a dirty,  third-class  hotel  (whose 
chief  equipment  was  a huge  bar)  and  were  told  to  make  ourselves 
comfortable.  While  we  were  not  compelled  to  spend  our  money,  we 
were  invited  to  do  so,  urged  to  drink,  and  left  there  fully  three  hours 
until  this  same  employee  called  for  us.  I complained  to  the  company 
through  the  only  official  whom  I could  reach,  and  who  no  doubt  was 
one  of  the  beneficiaries,  for  the  complaint  did  not  travel  far. 

“This  is  only  the  remnant  of  an  abuse  from  which  the  emigrant 
and  the  country  which  received  him,  used  to  suffer-,  for  our  stringent 


96 


AMERICA  AND  HER  IMMIGRANTS 


immigration  laws  have  made  it  more  profitable  to  treat  the  immigrant 
with  consideration  and  to  look  after  his  physical  welfare. 

“Yet,  admirable  as  is  the  machinery  which  has  been  set  up  at 
Hamburg  for  the  reception  of  the  emigrant,  these  minor  abuses  have 
not  all  passed  away,  and  while  care  is  taken  that  his  health  does  not 
suffer  and  that  his  purse  is  not  completely  emptied,  he  is  still  regarded 
as  prey.  . . . When  the  official  has  done  with  the  emigrants,  they 

are  taken  to  the  emigrant  depot  of  the  company  (which  in  many  cases 
is  inadequate  for  the  large  number  of  passengers),  their  papers  are 
examined  and  they  are  separated  according  to  sex  and  religion.  At 
Hamburg  they  are  required  to  take  baths  and  their  clothing  is  dis- 
infected; after  which  they  constantly  emit  the  delicious  odors  of  hot 
steam  and  carbolic  acid.  The  sleeping  arrangements  at  Hamburg  are 
excellent.  Usually  twenty  persons  are  in  one  ward,  but  private  rooms 
which  have  beds  for  four  people  can  be  rented. 

“The  food  is  abundant  and  good,  plenty  of  bread  and  meat  are 
to  be  had,  and  luxuries  can  be  bought  at  reasonable  prices.  At  Ham- 
burg music  is  provided  and  the  emigrants  may  make  merry  at  a dance 
until  dawn  of  the  day  of  sailing. 

“The  medical  examination  is  now  very  strict,  yet  seemingly  not 
strict  enough,  for  quite  a large  percentage  of  those  who  pass  the 
German  physicians  are  deported  on  account  of  physical  unfitness.”* 

Mr.  Steiner  tells  in  another  book  of  his  experiences  in  coming  to 
America  the  first  time.  Here  is  a little  from  his  account: 

“Long  before  we  reached  Bremen,  where  for  the  first  time  I was  to 
embark  for  America,  the  train  was  boarded  by  runners,  who  tagged  us 
to  make  sure  of  their  prey.  The  region  near  the  railroad  station  was 
full  of  lodging  houses  whose  motto  was  always  to  give  as  little  as 
possible  and  get  as  much  as  they  could.  Many  of  these  houses  were 
tributary  to  the  sub-agents  or  agents.  The  profit  was  not  only  from, 
the  fare,  but  from  our  board,  so  it  was  to  the  advantage  of  somebody 
to  get  us  there  as  early  as  possible  and  keep  us  long. 

“I  am  sure  that  the  steamship  company  knew  nothing  about  this, 
and  wanted  to  knowT  nothing.  It  is  only  in  the  last  two  or  three  years 
that  the  lodging  house  problem,  which  finally  became  a menace  to  the 
health  of  the  city,  has  received  any  kind  of  attention. 

“At  the  lodging  house  I was  told  all  sorts  of  untruth  about  what 
to  buy  and  how  to  prepare  myself  for  the  ordeal  of  examination. 
Efforts  were  made  to  frighten  me.  I was  told  that  police  supervision 
was  so  strict  that  I surely  would  be  apprehended,  and  protection  was 
offered  me  for  a sum  of  money.  ”f 


•Steiner,  E.  A.,  “On  the  Trail  of  the  Immigrant/’  pp.  32-35. 
tSteiner,  Edward  A.,  “From  Alien  to  Citizen,”  pp.  30-31. 


THE  EMIGRANT’S  JOURNEY  TO  AMERICA 


97 


CROSSING  THE  ATLANTIC. 

How  many  of  you  have  ever  been  aboard  an  ocean  liner?  If  you 
write  to  the  steamship  companies  such  as  the  White  Star  Line  or  the 
Cunard  Line  in  New  York,  they  will  send  you  advertising  material 
which  gives  pictures  of  modern  steamships.  Steamers  are  not  alike 
any  more  than  the  houses  we  build  are  alike,  but  most  of  the  larger 
ones  provide  for  three  kinds  of  accommodation.  The  first  class  section 
is  very  much  like  a modern  hotel,  with  beautiful  drawing  rooms,  dining 
rooms,  deck  space,  individual  or  double  cabins,  as  the  bedrooms  are 
called.  On  some  of  the  largest  liners  these  cabins  have  private  bath 
rooms  and  are  in  every  way  as  comfortable  as  the  rooms  in  our  largest 
and  best  hotels. 

The  second  class  section  is  toward  the  stern  of  the  boat,  it  is 
very  comfortable  indeed,  though  not  as  elegantly  furnished  as  the 
first  class.  You  do  not  find  quite  as  many  drawing  rooms  or  as  much 
deck  space,  but  the  food  is  the  same  and  the  service  is  good.  The  cost 
of  travel  by  second  class  is  considerably  less  than  by  first  class. 

At  the  back  of  the  boat,  which  sailors  call  1 1 aft,  ’ ’ you  may  go  down 
two  or  three  flights  of  narrow  iron  stairs,  then  wind  in  and  around  all 
sorts  of  huge  pipes  and  funnels,  and  finally  you  will  come  to  the 
steerage  or  third  class  quarters.  Let  us  follow  Mr.  Steiner  and  the 
other  emigrants  that  were  with  him : 

“An  uncivil  crew  directs  the  bewildered  travels  to  their  quarters, 
which  in  the  older  ships  are  far  too  inadequate,  and  in  the  newer  ships 
are,  if  anything,  worse. 

“Clean  they  are;  but  there  is  neither  breathing  space  below  nor 
deck  room  above,  and  the  900  steerage  passengers  crowded  into  the 
hold  of  so  elegant  and  roomy  a steamer  as  the  Kaiser  Wilhelm  II,  of 
the  North  German  Lloyd  Line,  are  positively  packed  like  cattle,  making 
a walk  on  deck  when  the  weather  is  good,  absolutely  impossible,  while 
to  breathe  clean  air  below  in  rough  weather,  when  the  hatches  are 
down,  is  an  equal  impossibility.  The  stenches  become  unbearable,  and 
many  of  the  emigrants  have  to  be  driven  down,  for  they  prefer  the 
bitterness  and  danger  of  the  storm  to  the  pestilential  air  below.  . . . 

“The  food,  which  is  miserable,  is  dealt  out  of  huge  kettles  into  the 
dinner  pails  provided  by  the  steamship  company.  When  it  is  dis- 
tributed, the  stronger  push  and  crowd,  so  that  meals  are  anything  but 
orderly  proeedures.  On  the  whole,  the  steerage  of  the  modern  ship 
ought  to  be  condemned  as  unfit  for  the  transportation  of  human 
beings.  . . . 

“The  steerage  ought  to  be  and  could  be  abolished  by  law.  It  is 
true  that  the  Italian  and  Polish  peasant  may  not  be  accustomed  to 
better  things  at  home  and  might  not  be  happier  in  better  surroundings 
nor  know  how  to  use  them ; but  it  is  a bad  introduction  to  our  life 


98 


AMERICA  AND  HER  IMMIGRANTS 


to  treat  him  like  an  animal  when  he  is  coming  to  us.  He  ought  to  be 
made  to  feel  immediately  that  the  standard  of  living  in  America  is 
higher  than  it  is  abroad,  and  that  life  on  the  higher  plane  begins  on 
board  of  ship.  ... 

‘‘On  many  ships,  even  drinking  water  is  grudgingly  given,  and  on 
the  steamer  Staatendcmi,  four  years  ago  [1902],  we  had  literally  to 
steal  water  for  the  steerage  from  the  second  cabin,  and  that  of  course 
at  night.  ”* 

“I  have  made  comparative  studies  of  the  different  classes  and  have 
found  that  although  the  steerage  pays  a third  as  much  on  an  average 
as  the  minimum  first  cabin  rate,  it  receives  less  than  one  per  cent  of 
sheltered  deck,  a trifle  more  than  that  of  smoking  and  lounging  rooms, 
not  ten  per  cent  of  food  value  and  nothing  in  the  way  of  courtesy  or 
civility.  And  yet  the  steerage  holds  a luxury  which  is  growing  rarer 
and  rarer  in  the  cabin — good  fellowship.”! 

“The  average  steerage  passenger  is  not  envious.  His  position  is 
part  of  his  lot  in  life ; the  ship  is  just  like  Russia,  Austria,  Poland  or 
Italy.  The  cabin  passengers  are  the  lords  and  ladies,  the  sailors  and 
officers  are  the  police  and  the  army,  while  the  captain  is  the  king  or 
czar.  So  they  are  merry  when  the  sun  shines  and  the  porpoises  roll, 
when  far  away  a sail  shines  white  in  the  sunlight  or  the  trailing  smoke 
of  a steamer  tells  of  other  wanderers  over  the  deep.”f 

While  all  these  frightful  conditions  in  steerage  travel  still  exist, 
there  are  better  accommodations  for  the  emigrant  in  recent  years. 
The  better  ships  that  are  now  being  built  provide  better  rooms,  better 
beds,  better  sanitation,  and  more  deck  space ; but  it  is  still  from  the 
third-class  passengers  that  the  steamship  companies  make  the  biggest 
proportion  of  their  profit.  In  one  of  our  largest  boats  the  bunks  look 
like  a series  of  narrow  shelves,  with  four  to  eight  in  a “cabin.”  The 
mattresses  are  of  straw,  but  the  beds  are  made  up  with  sheets  and  a 
blanket.  There  is  a place  in  each  to  hang  a few  clothes,  and  a sta- 
tionary washstand  with  towels.  The  dining-room  is  small  and  simple, 
but  clean ; and  the  deck  space  is  small  and  uncovered. 

EXERCISE 

Check  the  sentences  that  are  true  about  how  the  immigrant  travels 
from  his  home  to  America. 

1.  The  first  part  of  his  journey  is  usually  made  on  foot  or  by 
wagon. 

2.  European  peasants  have  to  get  passports  at  the  nearest  village 
through  which  the  railroad  passes. 

3.  The  peasants  ride  in  first  class  cars. 


♦Steiner,  Edward  A.,  “On  the  Trail  of  the  Immigrant,”  p.  38. 
fSteiner,  Edward  A.,  “From  Alien  to  Citizen,”  pp.  38-39. 

JSteiner,  Edward  A.,  “On  the  Trail  of  the  Immigrant,”  pp.  41-42. 


THE  EMIGRANT'S  JOURNEY  TO  AMERICA 


99 


4.  They  are  treated  harshly  and  have  to  be  very  careful  of  their 
belongings  at  the  ports  of  embarkation. 

5.  They  are  lodged  in  very  excellent  quarters  while  waiting  to 
take  the  steamer  for  America. 

The  steerage  trip  is  very  uncomfortable  because  of  the  crowd- 
ing. 

7.  Sometimes  the  immigrants  are  given  second-class  accommoda- 
tions. 

8.  The  immigrant  is  very  envious  of  the  cabin  passengers. 


Check  the  two  most  important  improvements  that  should  be  made 
in  the  way  immigrants  travel : 

1.  They  should  be  forbidden  to  carry  much  baggage. 

2.  The  steamship  companies  should  be  made  to  limit  the  number 
of  immigrants  per  voyage. 

3.  Special  agents  should  protect  the  immigrants  from  thieves  at 
ports  of  embarkation. 

4.  Immigrants  should  not  be  permitted  to  embark  for  America 
without  passports. 


XVI.  THE  EMIGRANT’S  JOURNEY  TO  AMERICA 

3.  Gateways  Through  Which  He  Is  Received. 

We  have  learned  that  the  United  States  is  made  up  of  many 
nationalities  and  races.  At  this  time  we  need  to  review  what  we 
learned  from  the  map  of  Fig.  3 on  page  38.  Turn  back  to  it  now. 

What  is  the  most  important  immigration  port  in  America?  Is 
there  any  question  at  all  about  it  in  your  mind  after  studying  Fig.  3 ? 

Note  the  large  number  of  immigrants  who  come  from  Canada. 
Being  such  close  neighbors,  it  is  little  wonder  that  so  many  come  to  us. 
But  many  Americans  also  emigrate  to  Canada.  Can  you  find  out  the 
number  that  went  to  Canada  in  1921? 

Do  you  think  there  will  always  be  a large  immigration  from  Mexico  ? 
You  probably  know  that  for  the  last  fifteen  years  Mexico  has  been  a 
very  uncomfortable  and  very  unsafe  place  to  live  in. 

Notice  from  Fig.  3 how  many  more  immigrants  come  to  us  from 
Europe  than  from  Asia  and  other  continents. 


The  port  through  which  the  immigrants  enter  depends  upon  where 
the  steamship  companies  are  operating  from;  with  immigrants  from 
Canada  or  Mexico,  of  course,  the  point  of  entrance  depends  upon  where 
the  railroads  cross  the  borders. 

The  ports  of  entry  are  always  cities  where  the  greatest  trade  cen- 
ters. You  all  know  the  largest  port  of  the  United  States.  Is  it  also 

Mew  York  330,549 

Canadian  Border  I 13,406 
Mexican  Border  68,816 
Other  Small  Ports  49, 19Z 

Ban  Francisco  22,698 
Boston  17,007 


■ 

I 


Fwj.Ifc.  Number  of  Immigrants 
who  entered  United  5+ates 
through  different-  Ports 

the  largest  city?  Explain  what  being  “the  largest  port  of  the  United 
States”  means.  Does  it  mean  the  largest  harbor,  or  does  it  mean  the 
place  where  the  largest  number  of  steamers  come? 


THE  EMIGRANT'S  JOURNEY  TO  AMERICA 


101 


Notice  from  Fig.  18  that  as  many  immigrants  enter  through  the 
port  of  New  York  City  as  through  all  the  other  ports  put  together. 

Here  is  a list  of  the  principal  ports  of  arrival  of  immigrants.  Find 
in  the  appendix  of  your  geography  book  the  population  of  each  city, 
and  write  it  at  the  end  of  the  line. 

New  York 

Boston,  Mass 

Philadelphia,  Pa 

Baltimore,  Md 

New  Orleans,  La 

Galveston,  Texas  

San  Francisco,  Cal 

Portland,  Ore 

Seattle,  Wash.  

Detroit,  Mich 

Perhaps  what  you  have  just  done  has  helped  you  to  understand 
why  the  government  chose  the  cities  it  did  as  ports  of  entry.  What 
is  your  explanation? 

Do  you  think  it  is  a good  thing  for  the  United  States  to  bring  immi- 
grants into  the  country  through  just  a few  large  ports  like  New  York 
and  Boston?  What  effect  does  it  have  on  where  the  immigrants  go  to 
live  ? This  is  very  important,  and  we  shall  study  more  about  it  later  on. 

The  government  establishes  an  immigrant  station  at  each  of  the 
ports  through  which  immigrants  enter.  For  New  York  this  station 
is  on  Ellis  Island;  for  Philadelphia  it  is  at  Gloucester  City,  New  Jer- 
sey ; for  Baltimore  the  station  adjoins  the  Fort  McHenry  reservation ; 
for  Galveston  it  is  located  on  Pelican  Spit,  Galveston  Harbor ; and  for 
San  Francisco  the  station  is  on  Angel  Island.  These  stations  are 
equipped  to  take  care  of  our  immigrants  for  the  length  of  time  it  takes 
to  decide  whether  they  can  be  admitted  into  the  country. 

The  American  people  have  had  to  face  many  difficult  problems 
because  of  the  tremendous  increase  in  population  during  the  last 
fifty  years. 

In  1921  a law  was  passed  restricting  the  number  of  immigrants 
that  could  enter  each  year  and  each  month.  Every  ten  years  a census 
is  taken  of  the  number  of  foreign-born  in  the  country.  Up  to  1921 
the  last  one  taken  was  that  of  1910,  so  the  new  law  provided  that 
immigration  should  henceforth  be  restricted  to  three  per  cent  of  the 
number  of  foreign-born  in  the  country  as  shown  by  the  census  of  1910. 


102 


AMERICA  AND  HER  IMMIGRANTS 


In  order  to  keep  more  than  this  percentage  from  coming,  it  has  been 
necessary  to  guard  the  borders  between  Mexico  and  Canada  as  well 
as  the  ports  through  which  the  European  immigrants  enter.  This  has 
been  a large  task,  especially  on  the  Mexican  boundary.  The  Mexican 
workmen  are  wanted  as  laborers  by  American  farmers,  railroad  com- 
panies and  manufacturers.  Notice  from  a geography  map  of  the 
United  States  how  close  Mexico  is  to  us.  The  Rio  Grande  River,  which 
forms  a boundary  for  some  distance,  is  not  a real  barrier.  In  the 
Commissioner  General  of  Immigration’s  report  of  1920  (page  442) 
he  says : ‘ ‘ Aliens  are  advised  on  the  Mexican  side  that  it  is  a foolish 
procedure  to  apply  legally  for  admission  to  the  United  States  and 
submit  themselves  to  the  indignities  of  examination  by  the  American, 
officers,  when  they  can  go  up  the  river  one  or  two  miles  above  or  below 
Laredo  and  cross  much  cheaper,  and  when  theey  are  once  in  this 
country  are  able  to  go  to  any  part  that  they  desire.  ’ ’ 

The  Canadian  border  is  still  more  difficult  to  guard  because  there 
are  many  more  miles  of  it.  At  present,  however,  there  are  more 
Americans  going  into  Canada  than  Canadians  coming  to  us. 

Even  at  the  larger  ports  of  entry  there  are  difficulties  enough,  and 
the  officials  can  tell  a great  many  stories  of  how  the  immigrants  try 
to  evade  the  law.  One  case  is  told  of  a Russian  who  made  a dash  for 
liberty  from  Ellis  Island.  He  escaped  from  the  guard,  plunged  into 
the  water  and  swam  to  the  New  Jersey  shore.  He  was  captured  after 
great  trouble  and  deported  because  of  a disease  which  debarred  him.* 

Oftentimes  immigrants  who  have  been  refused  at  one  station  try 
another  and  another  station  until  they  are  admitted.  One  woman 
who  was  deported  from  Ellis  Island  because  of  having  tuberculosis, 
immediately  sailed  as  cabin  passenger  in  another  ship  bound  for  an- 
other port,  and  entered  without  difficulty. 

To  the  Teacher : As  an  optional  activ- 
ity for  the  pupils,  we  suggest  that  each 
one  make  a new  map  illustrating  the  facts 
that  are  given  in  Fig.  3 and  also  in  Fig. 
18.  Pass  out  blank  mimeographed  maps 
of  the  world  and  give  directions  something 
as  follows: 

MAP  EXERCISE. 

Fill  in  a blank  map  of  the  world  so  that  it  will  show  the  extent  of 
emigration  to  America.  Study  Fig.  3 and  Fig.  18  for  suggestions. 
We  want  you  to  try  to  invent  interesting  ways  to  show  the  following 
facts : 

1.  The  countries  from  which  the  immigrants  come. 

2.  The  number  that  come  from  each. 

3.  Their  routes  to  America. 

4.  The  ports  through  which  they  enter. 


Roberts,  Peter,  “The  New  Immigration,’’  pp.  23-24. 


XVII.  DO  YOU  KNOW  WHERE  THE  LARGE  PORTS  OF  THE 
UNITED  STATES  ARE  LOCATED  1 

EXERCISE. 

To  the  Teacher:  At  this  point  test  the 
pupils’  knowledge  of  place  location  of 
large  ports  of  the  United  States.  Do  ex- 
actly the  same  as  you  did  in  testing  on  the 
countries  and  cities' of  Europe. 

On  a blank  mimeographed  map  of  the  United  States,  locate  each 
of  the  following  cities : New  York,  Boston,  Philadelphia,  Baltimore, 
New  Orleans,  Galveston,  San  Francisco,  Portland,  Seattle  and  Detroit. 
Write  the  name  of  each  city  at  exactly  "the  proper  place  on  the  map. 

Exchange  papers  and  correct,  writing  the  name  of  each  city  incor- 
rectly placed,  on  the  left  margin  of  the  map.  (The  teacher  will  record 
the  number  each  pupil  gets  right.) 

Now  learn  the  cities  you  missed  in  this  test  as  you  learned  the 
countries  in  an  earlier  one. 

First  step : Open  your  geography  to  map  showing  cities  of  the 
United  States.  Study  carefully  the  position  of  the  city  you  missed. 

Second  step : Close  your  eyes  and  see  if  you  can  call  up  in  your 
mind  exactly  where  the  city  is.  Open  your  eyes  and  see  if  you  were 
right.  Try  it  again  and  again  until  you  can  see  in  your  “mind’s  eye” 
the  exact  position  of  the  city  on  the  map. 

Third  step : Do  this  for  each  city  you  missed. 

Fourth  step : Take  a fresh  blank  map  and  locate  all  of  the  cities 
you  missed ; then  have  the  teacher  0.  K.  your  work. 

To  the  Teacher:  It  is  very  important 
that  you  have  the  pupils  read  all  these 
next  episodes  at  one  sitting.  All  but  the 
very  slowest  should  do  it  in  fifteen  min- 
utes. Following  the  reading  use  such 
questions  as  those  on  page  — to  guide  the 
discussion. 

Now  that  you  know  the  gateways  through  which  immigrants  enter 
America,  we  shall  read  some  stories  that  show  how  our  citizens-to-be 
are  received.  As  you  read  them,  ask  yourself  whether  America  is  doing 
all  she  can  to  make  these  people  welcome,  and  then  to  keep  them  happy 
and  contented.  Since  New  York  is  by  far  the  most  important  port  of 
entry,  our  stories  are  about  its  immigration  station,  Ellis  Island. 


XVIII.  THE  IMMIGRANT’S  FIRST  SIGHT  OF  HIS  NEW 

COUNTRY 


Imagine  yourself  a Sicilian  who  sailed  from  Palermo,  or  a Hun- 
garian who  sailed  from  Bremen  or  Hamburg,  or  a person  from  any 
other  of  the  many  groups  who  are  coming  now,  and  let  us  see  what 
your  experiences  at  the  Ellis  Island  immigrant  station  would  be. 

It  is  the  last  day  of  your  journey!  Soon  you  will  land  at  New 
York  City.  Everyone  on  board  your  boat  is  up  long  before  the  usual 
time,  anxiously  watching  the  shore  line  to  which  you  are  very  slowly 
drawing  nearer.  At  Sandy  Hook,  United  States  inspection  officials 
come  on  board  and  the  first  inspection  begins.  You  wonder  what 
these  uniformed  officials  want.  If  you  understand  English,  you 
find  out  that  they  are  making  sure  that  no  infectious  or  contagious 
disease  has  been  aboard  ship.  When  this  fact  has  been  established, 
the  ship  is  allowed  to  enter  without  further  delay.  It  has  seemed 
hours  that  you  have  been  within  sight  of  land,  without  landing.  How 
slowly  the  great  steamer  passes  the  “Statue  of  Liberty  Enlightening 
the  World.”  You  and  all  fellow  travellers  anxiously  look  up  at  the 
huge  gray  monument.  The  unusual  silence  on  the  ship  makes  you 
realize  that  every  man  and  woman  is  conscious  of  its  meaning.  It  is 
the  sentinel  which  guards  the  gates  of  Liberty.  Here  you  are  at  the 
very  moment  of  entering  a changed  life  in  a land  of  opportunity. 
Your  breath  shortens  and  your  heart  thumps.  You  tremble  with 
anticipation;  yet  fear,  too,  lurks  within  you. 

Slowly  the  big  ship  passes  up  the  river.  Finally  it  comes  to  rest 
at  its  long  pier.  You  can  hardly  wait  to  get  off,  but  again  you  must 
wait  until  all  the  first  and  second-class  passengers  have  passed  the 
custom  officers.  It  is  noon  before  the  signal  is  given  for  the  steerage 
passengers  to  come  ashore.  With  baggage  gripped  in  both  your  hands, 
with  children  clambering  in  front  and  all  around  you,  you  pass  down 
the  gang  plank.  The  noise  has  completely  confused  and  distracted  you. 
How  hungry  you  are ! How  very,  very  tired  already.  An  officer 
with  a mechanical  instrument,  which  records  the  number  of  passengers 
leaving  the  ship,  stands  at  the  end  of  the  gangplank  and  counts  all 
who  pass  down.  You  are  only  one  of  six  or  seven  hundred.  Presently 
you  find  yourself  headed  into  a large  barren  waiting  room.  The  dock- 
men  are  giving  orders  in  English,  which  probably  mean  as  much  to 
you  as  Greek  would  mean  to  them.  You  know  that  they  are  shouting 
in  a most  savage  manner,  sometimes  using  sticks  vigorously  to  keep 
the  passengers  in  place.  It  seems  an  outrageous  reception.  How  hun- 
gry and  tired  you  are.  Finally  you  are  hustled  to  a waiting  barge  and 
crowded  into  it.  This  takes  you  at  last  to  Ellis  Island,  the  immigrant 
station. 


THE  IMMIGRANT *S  FIRST  SIGHT  OF  HIS  NEW  COUNTRY 


105 


A few  of  your  companions  are  wondering  where  they  are  going, 
but  you  have  gotten  to  the  point  of  not  caring.  On  landing  you  look 
up  at  the  large  building,  and  you  see  the  crowd  ahead  swarming  up 
the  broad  stairs  at  the  entrance.  A sturdy  officer  is  shouting  first  in 
one  language,  then  in  another.  You  hear  in  your  native  tongue : “Get 
your  health  tickets  ready.”  Your  arms  full  of  baggage  and  perhaps, 
children,  you  fumble  around  a bit,  put  a piece  of  baggage  down  for 
the  time  being.  Finally  you  get  hold  of  the  precious  ticket,  stick  it  in 
your  mouth,  grab  up  your  baggage,  and  start  on  again.  At  the  head 
of  the  stairs,  just  before  you  enter  the  larger  hall,  a uniformed  officer 
takes  your  health  ticket  and  stamps  it.  This  is  the  second  doctor  who 
has  looked  you  over.  The  first  one  was  at  Sandy  Hook. 

The  large  hall  you  see  before  you  is  divided  into  curious  railed-off 
compartments.  You  are  turned  off  into  one  of  the  narrow  alleyways. 
You  pass  another  doctor,  who  looks  you  over  from  head  to  foot.  He 


This  shows  the  track  through  Ellis  Island  that  the  incoming  immigrant  has 
to  take. 

A.  Immigrants  landed  from  barges  enter  by  these  stairs. 

B.  Surgeon  examines  health  tickets. 

C.  Surgeon  examines  head  and  body. 

D.  Surgeon  examines  eyes.  Suspects  go  to  left  for  further  examination. 

F.  Group  enters  and  sits  in  pen  corresponding  to  ticket  letter  or  number. 

G.  Inspector  examines  on  twenty-two  questions. 

H.  Into  special  inquiry  court. 

I.  Stamping  railroad  ticket  orders. 

J.  Money  exchange  and  telegraph  office. 

K.  To  railroad  pen. 

L.  To  New  York  pen. 

M.  To  the  ferry  and  New  York. 

N.  Telegraph  office. 

(From  Brandenburg:  “Imported  Americans,”  by  permission  of  the  pub- 
lisher, F.  A.  Stokes  Co.) 


106 


AMERICA  AND  HER  IMMIGRANTS 


is  looking  for  any  signs  of  skin  disease,  deformity,  or  surface  ailment. 
The  man  just  ahead  of  you  has  had  a chalk  mark  put  upon  his  coat 
lapel.  This  means  that  the  doctor  has  detected  a disease,  or  at  least 
wants  to  have  him  more  thoroughly  examined.  You  do  not  know  this 
and  rather  hope  he  will  put  a chalk  mark  on  you.  On  you  go  to  the 
next  doctor,  who  turns  up  your  eyelids  with  a small  instrument  so 
quickly  that  you  do  not  realize  what  has  happened.  This  doctor  was 
looking  for  the  dreaded  eye  disease,  trachoma.  How  fortunate  you 
do  not  have  it,  for  you  would  surely  be  turned  back. 


-h! 


IN  THE  LAND  OF  LIBERTY. 

(From  the  “Literary  Digest,”  October  1,  1921.) 

On  you  trudge  into  an  enclosed  space,  where  you  wait.  It  feels 
good  to  sit  down.  One  of  the  first  things  you  notice  is  all  the  chalk 
marked  passengers  are  together  in  another  railed-off  space.  You  won- 
der why.  They  are  the  uncertain  ones  who  must  wait  for  a more 
thorough  examination.  Every  one  around  you  looks  frightened.  You 
wonder  what  will  happen  next.  It  is  probably  better  that  you  do  not 
know  what  happens  to  all  your  fellow  passengers.  Some  may  be  having 
the  experience  Mr.  Steiner  tells  about  in  this  story : 

‘ ‘ Two  boys  under  ten  years  of  age  came  unattended ; fine  looking 
boys.  Over  their  heavy  blue  coats  hung  tickets  with  the  mother’s 
address.  How  happy  they  were  to  be  going  to  mother.  She  had 


THE  IMMIGRANT  ’S  FIRST  SIGHT  OF  HIS  NEW  COUNTRY  107 

preceded  them  by  several  years  to  work  out  for  herself  and  for  them 
a new  destiny  on  this  side  of  the  sea;  for  on  the  other  side  life  had 
been  blighted  by  the  unfaithfulness  of  her  husband.  At  last  the  hour 
came  when  she  could  send  for  her  children.  How  she  watched  their 
journeying,  and  how  anxious  she  was  while  they  were  on  the  sea ! 
They  are  on  this  ship,  and  she  is  waiting  for  them  behind  the  iron 
grating  at  the  island.  Crowds  pour  into  the  great  hall,  past  the 
physician,  towards  the  inspectors,  towards  the  great  centre,  to  the 
east  and  the  west.  Now  she  sees  them ; the  physician  looks  at  their 
faces,  and  bends  low  over  their  chests;  but  instead  of  walking  straight 
towards  her  they  are  turned  aside  with  those  suspected  of  contagious 
disease.”* 

Ellis  Island  has  a hospital  where  such  cases  are  taken  care  of. 
The  patients  must  be  fully  recovered  before  they  are  allowed  to  leave  it. 
The  mother  in  this  story  will  probably  have  a long  wait  before  she 
can  have  her  boys.  Maybe  there  is  a mother  in  that  very  hall  now 
having  an  experience  like  this : 

“A  Polish  woman  by  my  side  has  suddenly  become  aware  that  she 
has  one  child  less  clinging  to  her  skirts,  and  she  implores  me  with 
agonizing  cries,  to  bring  it  back  to  her.  In  a strange  world,  at  the 
very  entrance  of  what  is  to  be  her  home,  without  the  protection  of 
her  husband,  without  any  knowledge  of  the  English  language,  and 
with  no  one  taking  the  trouble  to  explain  to  her  the  reason,  the  child 
was  snatched  from  her  side.  Somewhere-  it  is  bitterly  crying  for  its 
mother,  and  each  is  unconscious  of  the  other’s  fate.”f 

Many  of  those  detained  are  found  to  be  diseased  in  some  way. 

“Gdeye  moya  shena”  (where  is  my  wife?)  an  old  Slovak  cries  as 
he  looks  wildly  about  for  her,  whose  physique  was  suspected  of  being 
below  the  normal  and  who  was  passed  on  for  further  examination. 

“A  Russian  youth,  stalwart  and  strong,  is  separated  from  his 
household  which  came  together  to  settle  in  Dakota;  but  now  he,  the 
mainstay  of  the  family,  is  gone  and  they  are  perplexed  and  distracted. 

‘ ‘ A little  girl,  scarcely  five  years  of  age,  cries : ‘ Mitter,  mitter,  ich 
will  zu  meiner  mitter  gehen;”  she  is  there  alone  and  uncomforted, 
surrounded  by  rough-looking  men,  while  not  far  away  her  mother  is 
working  herself  into  hysterics  because  she  must  wait  in  the  detention 
room  the  supreme  decision. 

“A  woman  with  three  children  has  two  of  them  taken  from  her 
because  they  are  suspected  of  disease  and  found  to  be  afflicted  by 
trachoma;  the  mother  also  has  the  disease,  but  her  husband,  now  an 
American  citizen,  comes  to  claim  her,  and  she  passes  in  while  the  little 
ones  are  held  in  custody  by  the  immigration  authorities.  ’ 


•Steiner,  Edward  A.,  “On  the  Trail  of  the  Immigrant,”  p.  70. 
tSteiner,  Edward  A.,  “On  the  Trail  of  the  Immigrant,”  p.  65. 
tSteiner,  Edward  A.,  “On  the  Trail  of  the  Immigrant,”  pp.  65-66. 


108 


AMERICA  AND  HER  IMMIGRANTS 


The  three  medical  examinations  you  have  passed  do  not  mean  that 
you  are  ready  to  enter  New  York.  You  pass  along  another  narrow 
railed  alley.  This  time  an  inspector  examines  your  passports  and 
“manifest”  (your  official  record).  Through  an  interpreter  who  speaks 
your  language  he  asks  you  many  questions.  You  are  an  honest  person 
and  answer  frankly.  The  inspector  has  your  answers  checked  by  the 
statements  in  your  manifest,  marks  you  with  an  “R”  and  asks  you 
to  move  on. 

Let  us  imagine  that  you  have  been  allowed  to  enter  the  room 
where  those  who  have  been  refused  permission  to  enter  the  United 
States  for  one  reason  or  another  are  waiting.  In  reality  you  would 
never  get  such  a permission. 

“Imagine  a room  filled  by  at  least  fifty  people,  many  of  them 
doomed  to  recross  the  terrible  sea  and  to  be  landed  upon  strange  terri- 
tory, to  find  the  way  unattended  to  their  obscure  little  village.  When 
they  arrive  there  they  are  usually  paupers  with  a stigma  resting  upon 
them;  for  were  they  not  rejected  in  America,  and  why?  Ah,  who 
knows  why ! 

“Let  us  pass  through  this  room,  ‘Brother,  why  are  you  here?’  A 
stalwart  Lettish  peasant  boy  answers  demurely,  ‘Because  I haven’t 
money  enough.  I had  some  money  and  they  stole  it  out  of  my  father ’s 
pockets.’  The  father  and  the  boy  have  been  marked  by  the  inspector 
as  likely  to  become  a public  charge,  because  they  had  neither  money 
in  their  pockets  nor  friends  waiting  for  them.  A matter  of  ten  or 
twenty  dollars  is  between  these  men  and  the  fulfillment  of  all  their 
desires. 

“The  court  may  be  lenient,  but  the  father  is  old  and  the  boy 
young  and  it  is  more  than  probable  that  they  will  both  end  their  days 
on  the  rough  Baltic. 

“A  Servian  peasant,  browned  by  the  hot  sun  which  shone  upon 
the  Danubian  plains  where  he  lived,  edges  up  to  me,  for  he  hears  a 
familiar  Slavic  note  in  my  speech,  and  he  brings  this  bitter  plaint. 
‘How  far  I have  travelled  from  Budapest,  Vienna,  Berlin,  and  Ham- 
burg. I have  spent  all  my  money  and  now  it  looks  as  if  I must  go 
back.  Must  I go?  Tell  me.’  The  court  will  tell  him  tomorrow  that 
he  has  passed  the  dreaded  dead  line,  is  over  fifty  years  of  age,  not 
too  well  built,  used  up  by  the  hardships  of  his  native  country,  and 
that  as  he  is  likely  to  become  a public  charge  he  is  marked  for 
deportation.  He  will  be  sent  back  to  Hamburg,  and  how  he  will 
find  his  way  home  I do  not  know. 

“A  German  woman  with  three  children  is  the  next  whom  I notice. 
She  is  at  the  point  of  a nervous  breakdown.  She  has  a husband  waiting 
for  her,  she  has  over  $100,  but  P.  C.  is  marked  on  her  slip ; so  she 


THE  IMMIGRANT ’s  FIRST  SIGHT  OF  HIS  NEW  COUNTRY 


109 


must  face  the  court,  which  will  admit  her,  but  she  has  a long  twenty- 
four  hours  to  wait  and  the  strain  is  terrible.  She  needs  to  be  re- 
assured and  comforted.  . . . 

“ ‘Where  are  you  from,  my  boy?’  ‘Russia.’  One  of  the  few  real 
Russian  peasants  whom  I have  met.  He  measures  five  feet  six  inches, 
is  sound  as  an  oak,  and  having  escaped  through  the  cordons  of 
gendarmes  which  separate  his  native  country  from  the  rest  of  the 
world,  came  here  to  meet  his  brother  who  was  at  work  in  the  coal 
mines  near  Scranton,  Pa.  ‘What  about  your  brother?’  ‘Ah,  Barin 
(sir),  my  brother,  they  say,  was  killed  in  the  mines  and  they  are  afraid 
to  let  me  in;  so  I suppose  I shall  have  to  go  back  to  Russia,’  and  the 
big  melancholy  peasant  cried  like  a baby.  ‘Buy  this  shirt  from  me, 
Barin ; I need  money ! ’ 9 ’ * 

If  you  had  several  days  to  spend  at  Ellis  Island,  you  would 
realize  what  a great  sifting  machine  it  is.  Before  the  journey  is  com- 
plete, you  will  be  interested  to  hear  of  the  cases  where  the  immigrant 
has  been  detained  because  of  the  mistakes  of  others. 

“The  work  of  deportation  is  accompanied  by  many  hardships. 
Some  men  are  turned  back  for  trivial  causes.  Four  Greeks  came  from 
Patras,  a distance  of  more  than  4500  miles,  and  their  destination  was 
Canada.  The  laws  of  that  country  demands  that  each  immigrant 
going  to  a city  in  the  Dominion  must  have  $25  over  and  above  trans- 
portation to  destination.  Each  of  these  men  had  $24.37,  and  the  four 
were  rejected.  A score  of  men,  learning  of  their  difficulty,  would 
have  gladly  supplied  the  deficiency;  but  no,  they  could  not  enter. 
It  was  suggested  that  they  apply  for  entrance  into  the  United  States, 
and  one  of  the  officials  was  consulted.  His  reply  was:  ‘We  don’t  take 
Canada’s  rejected.’  The  men  were  deported  for  want  of  the  sixty- 
three  cents  each,  although  they  were  admissible  in  every  other  respect. 
The  law  of  the  United  States  does  not  specify  any  special  sum  which 
the  immigrant  must  have;  but  those  who  have  little  money  and  no 
friends  are  deported — the  plea  advanced  is,  that  they  are  liable  to 
become  public  charges  and  have  no  visible  means  of  subsistence.  Immi- 
grants who  only  lack  money  are  sent  to  the  temporary  detained  rooms. 
If  they  can  find  a relative  who  can  become  their  security,  or  who 
will  advance  them  a reasonable  sum  of  money,  they  will  be  admitted.”! 

“There  are  also  some  humorous  cases.  Deputy  Hurley,  of  Boston, 
tells  of  the  arrival  of  a young  woman  who  was  detained  because  of  an 
affection  of  the  eyes.  A young  Jew  secured  a pass  to  see  her,  and  then 
busied  himself  in  trying  to  secure  her  admission.  After  the  first  few 
days’  vain  effort,  he  asked  permission  to  bring  in  a friend  to  see  her. 
The  request  was  promptly  granted.  The  friend  came,  tarried  awhile, 
and  left.  No  sooner  was  he  gone  than  the  young  Hebrew  appealed 

•Steiner,  Edward  A.,  "On  the  Trail  of  the  Immigrant,”  pp.  68-71, 

tRoberts,  Peter,  "The  New  Immigration,”  p.  21. 


110 


AMERICA  AND  HER  IMMIGRANTS 


to  the  Commissioner  to  allow  his  wife  to  land.  The  friend  he  brought 
was  a rabbi,  who  performed  the  matrimonial  ceremony,  and  the  young 
man,  being  a citizen  of  the  United  States,  had  a right  to  land  his  wife, 
and  the  Commissioner  was  helpless  to  refuse  his  appeal/’* 

Let  us  go  back  to  our  trip.  Suppose  that  you  have  satisfactorily 
passed  the  inspector  and  are  ticketed  “R.”  You  are  next  directed 
to  the  railroad  ticket  office.  Here  your  ticket-order  is  stamped.  You 
then  go  to  a banker’s  desk  and  get  your  money  exchanged  for  Amer- 
ican money.  Now  you  are  ready  to  take  one  of  the  “Stairs  of  Sep- 
aration.” Can  you  guess  why  they  are  so  named?  The  stairway  to 
the  left  leads  to  the  ferry-boat  which  takes  immigrants  to  New  York. 
The  one  to  the  right  leads  to  the  railroad  barge  room.  Your  destina- 
tion is  in  some  other  city  than  New  York,  so  you  board  a barge  here 
which  takes  you  to  the  railroad  station.  Still  another  stairway  leads 
to  the  waiting-room.  Those  who  are  fortunate  enough  to  have  friends 
to  meet  them  take  this  stairway.  I always  think  of  the  following 
little  story  told  of  an  Italian  girl  who  went  down  this  last  mentioned 
stairway. 

“There  at  the  ‘Kissing  Gate,’  for  instance,  one  smiles  and  cries 
alternately.  Maria  Fortunata  had  come  to  the  end  of  her  long  voyage. 
She  stands  waiting  patiently,  somewhat  fearfully,  a lonely  sort  of  little 
figure  and  yet  resplendent  in  her  pale  blue  and  white  figured  silk  gown, 
with  its  tight-fitting  waist  and  full-gathered  skirt.  A blue  silk  hand- 
kerchief knotted  at  her  throat  falls  down  over  her  shoulders.  Her 
black  hair  is  severely  parted  in  the  middle.  A bit  of  red  coral  dangles 
from  her  ears.  She  holds  a carefully  folded  embroidered  silk  handker- 
chief. At  her  side  is  a big,  bulging  leather  pormanteau  and  a bundle 
tightly  sewed  in  blue  and  white  ticking.  An  officer  goes  to  the  door, 
calls  an  . . . Italian  name  and  the  face  of  Maria  lightens.  Where- 

upon Michael  enters  with  the  confident  assurance  bred  of  three  years 
in  New  York  and  a job  on  the  aqueduct.  Quick  glances  of  recognition 
are  exchanged  as  he  passes  to  the  desk  to  answer  the  necessary  ques- 
tions. From  his  point  of  vantage  he  covertly  looks  her  over,  surveys 
her  from  head  to  foot  and  back  again.  The  blue  silk  dress!  In  his 
sophistication  he  is  wondering,  perhaps,  how  she  will  appear  on  Eliza- 
beth Street.  Without  a public  demonstration  such  as  the  young 
Italian  woman  had  made,  he  carries  the  bags  to  the  corridor  and  there 
embraces  her  crudely  with  a kiss  on  each  cheek.  The  air  is  cold  and 
Michael  wraps  a great  shawl  about  Maria’s  shoulders,  gathers  up  the 
baggage  and  hastens  her  out  toward  the  ferry.  ”f 

You  remember  you  were  starting  down  the  stairway  to  the  barge 
which  takes  you  to  the  railroad  station.  The  barge  is  under  the  care 
of  a man  in  a government  uniform.  He  is  there  to  protect  our  new 


♦Roberts,  Peter,  “The  New  Immigration,  pp.  31-32. 
tShriver,  William  P.,  “Immigrant  Forces,”  pp.  3-4. 


THE  IMMIGRANT  ’S  FIRST  SIGHT  OF  HIS  NEW  COUNTRY 


111 


comers.  When  the  station  on  the  New  Jersey  side  is  reached,  you  go 
to  the  immigrant  room  and  wait  until  the  immigrant  train  is  ready 
for  you  to  board.  The  immigrant  train  is  made  up  at  night,  you  are 
told,  so  that  means  another  long  wait. 

The  railroads  carry  our  immigrants  to  their  new  homes  with  re- 
markably few  mistakes.  One  story  is  told  of  how  a conductor  mixed 
the  tickets  of  two  men.  One  was  going  to  St.  Louis  and  the  other  to 
Pittsburgh.  You  can  imagine  what  such  a tangle  would  mean.  Often 
the  passengers  arrive  at  night  and,  unless  met  by  a friend,  have  to 
spend  the  night  in  the  depot.  The  railroads  have  been  severely  criti- 
cized for  turning  them  loose  in  the  depots  at  unseasonable  hours,  but 
it  is  one  of  the  difficult  problems  of  immigration  to  take  care  of  the 
many  thousands  who  come  in  and  travel  on  these  immigrant  trains. 


After  reading  these  episodes,  what  would  you  say  were  the  reasons 
the  government  guards  our  coast  line  and  insists  that  immigrants  must 
come  through  ports  of  entry?  Put  your  reasons  into  your  note-book. 

Write  also  the  answers  to  the  following  questions  in  your  note- 
book : 

1.  What  kind  of  people  are  not  permitted  to  enter  the  United 
States?  Is  it  fair  to  keep  them  out?  Would  it  be  fair  to  the  people 
of  the  United  States  to  let  them  come  in? 

2.  What  changes  do  you  think  we  should  make  in  the  way  we 
receive  immigrants  at  our  immigrant  stations? 

3.  Should  the  European  governments  inspect  emigrants  when  they 
leave  their  native  countries?  Why? 

SUMMARY. 

Who  Is  Permitted  to  Enter? 

Until  1920  about  98  per  cent  of  all  the  people  who  came  over  to 
this  country  were  permitted  to  come  in ; that  is,  only  one  in  fifty  was 
turned  back.  We  had  continued  all  these  years  to  hold  out  a welcom- 
ing hand  to  the  people  of  other  lands,  as  we  did  in  the  days  when  the 
country  was  first  being  settled. 

For  what  reasons  did  we  turn  back  even  the  few?  Fig.  19  answers 
this  question  for  you.  Study  it  carefully.  On  what  years  are  the 
figures  based?  We  need  to  be  cautious  in  drawing  conclusions  for  a 
long  time  from  the  facts  of  so  short  a period,  but  it  happens  in  this 
case  that  the  facts  shown  for  the  ten  years  from  1911  to  1920,  in- 
clusive, are  true  of  the  last  hundred  years. 

What  three  principal  classes  have  been  rejected  in  this  period? 

Do  you  know  what  a “contract  laborer”  is?  See  if  you  can  tell 
after  reading  this  little  episode: 


112 


AMERICA  AND  HER  IMMIGRANTS 


“Mr.  Brandenburg  learned  from  an  Italian  woman  that  her  hus- 
band had  been  commissioned  by  a contractor  in  Pittsburgh  to  go  into 
the  Italian  provinces  of  Austria  and  engage  two  hundred  good  stone- 
masons, two  hundred  good  carpenters,  and  an  indefinite  number  of 
unskilled  laborers.  These  people  were  to  be  put  in  touch  with  sub- 


Classes  Number 

Excluded 

Paupers  90,045 

Afflicted  with  777ni 
Diseases  0/’'ul 

Contra ct  Laborers  15,516 
9,127 


Criminal  and 
Immoral  Aliens 


Unable  to  read  and  5 Qg^  H 
over  16  years  of  acje.  ’ ® 

Mentally  Unfit  4,283  | 

Alien  Enemies  81 


Chronrc  Alcoholism  52 


Special  classes  of 
people  who  are  not  permitted 
to  enter  the  United  States 


Fig.  19 


agents  of  lines  sailing  from  Hamburg,  Fiume  and  Bremen,  and  these 
agents  were  to  be  accountable  for  these  contract  laborers  being  got 
safely  into  the  United  States.”* 


EXERCISE. 

1.  Make  a check  mark  before  the  sentence  that  describes  best 
what  a contract  laborer  is : 

a.  They  are  people  who  come  to  visit  relatives  in  America. 

b.  They  are  men  who  come  with  a definite  promise  of  work. 

c.  They  are  people  who  come  to  inspect  property  here. 

d.  They  are  men  who  have  heard  that  there  are  many  jobs 

open  here. 

2.  Copy  in  your  note-book  from  Fig.  19  the  list  of  special  classes 
of  people  who  are  not  permitted  to  enter  the  United  States.  Write  a 
few  lines  telling  why  you  think  each  class  should  or  should  not  be 
excluded. 


Brandenburg.  Broughton,  “Imported  Americans,”  p.  33. 


THE  IMMIGRANT  ?S  FIRST  SIGHT  OF  HIS  NEW  COUNTRY 


113 


WHO  IS  PERMITTED  TO  ENTER  UNDER  THE  1921  LAW? 

A very  important  change  has  been  made  since  the  World  War  in 
the  way  we  determine  who  shall  come  in.  The  cartoon  tells  yon  some- 
thing of  what  it  is.  Before  you  read  further,  see  if  you  can  work  out 
for  yourself  what  the  cartoon  means. 

What  does  the  3 per  cent  sign  mean  on  the  gate  that  Uncle  Sam 
seems  about  to  close?  It  means  that  our  Congress  passed  a law  on 
May  19,  1921,  providing  that  no  more  than  three  per  cent  of  the 
number  of  people  of  a particular  nationality  residing  in  the  United 


THE  ONLY  WAY  TO  HANDLE  TT. 

(From  the  “Literary  Digrest,’’  May  7,  1921.) 


'States  in  1910  can  enter  in  any  one  year.  For  instance,  if  there  were 
100,000  Czecho-Slovaks  in  the  United  States  in  1910,  only  3000  will 
be  permitted  to  enter  in  any  one  year  in  the  future. 

What  do  you  think  of  the  wisdom  of  such  a law  ? Does  the  cartoon 
help  to  explain  why  it  was  passed  ? 

Let  us  see  how  it  will  affect  the  number  who  come  from  each 
country.  The  next  table  shows  the  number  that  came  from  the  dif- 
ferent countries  in  1913,  the  year  before  the  Great  World  War  sharply 
shut  off  the  flow  of  foreigners  into  the  country: 


114 


AMERICA  AND  HER  IMMIGRANTS 


254,825  came  from  Austria-Hungary. 

34,329  came  from  Germany. 

265,542  came  from  Italy. 

291,040  came  from  Russia. 

32,767  came  from  Scandinavia. 

43,363  came  from  the  United  Kingdom. 

Under  the  new  law,  not  more  than  the  following  could  come  in 
1921: 

13,079  could  come  from  Austria-Hungary. 

68,039  could  come  from  Germany. 

42,021  could  come  from  Italy. 

34,247  could  come  from  Russia. 

37,716  could  come  from  Scandinavia  (Denmark,  Norway  and 
Sweden). 

77,206  could  come  from  the  United  Kingdom  (England,  Scot* 
land,  Ireland  and  Wales). 

Is  this  new  law  going  to  change  our  immigration  in  any  important 
way?  Study  these  two  tables  and  see  if  you  can  tell  how. 


XIX.  HOW  THE  IMMIGRANT  IS  OFTEN  TREATED  ON 

ARRIVING 


The  trials  and  hardships  of  the  immigrants  are  by  no  means  over 
when  they  have  been  permitted  to  land.  Inexperienced  in  the  ways  of 
the  world,  ignorant  of  onr  language  and  customs,  and  filled  with  won- 
der, even  terror,  at  our  cities,  they  fall  easy  prey  to  thieves  and  other 
dishonest  persons  who  are  on  the  watch  to  rob  them. 

“Share  now  the  experience  of  an  Italian  immigrant  on  the  first 
hour  of  his  arrival  in  the  promised  land.  Arrived  with  his  son  in 
Brooklyn  he  was  on  his  way  to  Milwaukee.  In  his  fear  and  suspicion 
he  refused  the  services  of  the  ‘Immigrant  Guide  and  Transfer’  which 
has  been  established  for  the  help  of  just  his  sort.  On  the  dock  he 
was  taken  into  the  toils  of  a hackman,  whose  charge  was  $3  for  driving 
him  to  the  Liberty  Street  Ferry.  Two  other  immigrants  were  taken 
in  the  hack  and  all  were  charged  the  same  price,  making  $9  for  the 
trip.  At  the  ferry  an  expressman  explained  to  the  Italian  immigrant 
that  he  should  return  to  Ellis  Island  to  exchange  his  order  on  the 
steamship  company  for  a railroad  ticket.  The  expressman  took  him 
in  his  wagon  from  Liberty  Street  to  the  Battery,  a short  drive,  and 
charged  him  $3.  Whereupon  he  was  misdirected  by  a policeman  and 
sent  to  the  Grand  Central  Station.  From  this  point  he  was  taken  to 
the  Battery  a second  time  by  a colored  porter,  who  charged  him  $1 
for  his  services  and  15  cents  carfare.  Here  an  investigator  found 
him,  too  late  in  the  afternoon  to  go  to  Ellis  Island  to  exchange  his 
order,  and  he  was  obliged  to  remain  over  night  in  New  York,  the 
whole  transaction  having  cost  him  over  $8.  The  case  of  this  poor 
Italian  illustrates  the  operation  of  exploiters  preying  upon  immigrants 
at  the  ports  of  entry,  at  docks  and  railroad  terminals.  It  gives  some 
encouragement,  however,  to  add  to  this  story,  that  the  expressman  was 
called  before  the  Commissioner  of  Licenses  on  the  following  morning, 
who  ruled  that  he  had  no  right  to  transfer  passengers,  ordered  the 
refund  of  the  $3,  and  stated  that  the  man’s  license  would  be  revoked 
if  another  similar  complaint  was  received.”* 

There  are  a good  many  instances  of  this  kind  of  treatment.  Other 
stories  are  told  of  the  simple  ignorance  of  the  newcomers. 

“Where  are  you  going,  Signor?”  asked  Mr.  Steiner  of  an  Italian 
on  board  with  him.  “Ah,  I am  going  to  Mulberry  Street;  great  city, 
yes,  Mulberry  Street,  great  city.”f  You  see,  he  really  meant  New 
York  City;  Mulberry  Street  was  the  city  to  him. 

‘ ‘ ‘ Polak,  where  are  you  going  ? ’ 1 Kellisland.  ’ 1 Where  do  you  say  ? ’ 
‘Kellisland,  where  stones  are  and  big  sea.’  ‘Yes,  yes,  I know  now: 


•Shriver.  William  P.,  “Immigrant  Forces,”  pp.  131-132. 
tSteiner,  Edward  A.,  “On  the  Trail  of  the  Immigrant,”  p.  44, 


116 


AMERICA  AND  HER  IMMIGRANTS 


Kelly ’s  Island,  in  Ohio.  Fine  place  for  you,  Polak ; powder  blast  and 
white  limestone  dust,  yet  a fine  sea  and  a fine  life.  ’ ’ ’* 

You  will  remember  the  stairways  of  separation  at  Ellis  Island.  It 
was  a very  large  number  who  were  marked  “R”  and  therefore  went 
down  the  stairs  that  led  to  the  ferry  to  New  York.  The  railroad  tickets 
of  most  of  them  read  to  places  in  the  New  England  States,  or  New 
York,  New  Jersey,  Pennsylvania,  Ohio,  Illinois.  In  fact,  70  out  of 
every  100  of  the  arriving  immigrants  were  bound  for  some  point  in 
the  immigration  region  shown  in  Fig.  21,  page  119.  Here  there  is 
much  coarse,  rough  and  heavy  work  to  do,  and  our  incoming  Slavs 

Occupation  Percent 


Professional  1.0  | 

Farmers  1.0 | 

and  Italians  are  ready  to  do  it.  They  are  accustomed  to  hard  work- 
The  majority  of  them  are  not  skilled  or  trained  to  do  much  but  the 
heavy,  unskilled  labor. 

Look  at  Fig.  20,  and  then  tell  why  the  immigrant  is  not  trained  to 
do  much  more  than  heavy,  unskilled  work.  About  what  number  of 
the  total  are  common  laborers  or  have  ‘no  occupation’?  Why  are  only 
one  per  cent  of  them  ‘farmers’?” 

Only  about  16  per  cent  of  all  immigrants  are  skilled  at  some  trade. 
Of  these  the  greatest  number  are  Bohemians;  25  per  cent  of  the 
Bohemians  know  a trade.  Only  11  per  cent  of  the  Southern  Italians 
and  14  per  cent  of  the  Irish  are  skilled  workmen.  The  trades  that 
our  skilled  immigrants  know7  are,  in  order  of  the  number  who  enter 
them,  those  of  tailor,  miner,  carpenter,  shoemaker,  locksmith,  butcher, 


Fi cj.ZO.  Kinds  of  work  our  Immigrants 
did  irriheir  native  countries. 
Figures  are  for  the  years  1898' 1909 


Steiner,  Edward  A.,  “On  the  Trail  of  the  Immigrant,”  p.  44. 


HOW  THE  IMMIGRANT  IS  TREATED 


117 


clerk  and  accountant,  baker,  and  mason.  Except  for  the  miners,  many 
of  those  who  enter  these  trades  are  also  farmers,  who  combine  their 
trade  with  the  tilling  of  a bit  of  land. 

But  why  don’t  they  go  to  the  South  or  West  and  farm,  you  may 
ask.  This  is  the  work  they  know  best.  Some  have  done  that.  We  are 
told  that  65  out  of  every  100  farmers  in  this  country  who  own  farms 
or  work  as  farm  laborers,  are  immigrants.  But  again,  we  are  told 
that  70  out  of  every  100  in  our  coal  mines  are  foreigners;  that  the 
foreigners  make  up  69  out  of  every  100  of  the  steel  and  iron- 
workers,— and  more  startling  still,  that  90  out  of  every  100  workers 
who  have  been  building  our  railroads  in  the  last  thirty  years  were 
newcomers  to  America.  The  number  in  farming  must  be  a very  small 
per  cent  of  all  who  have  come. 

By  far  the  greatest  percentage  have  gone  into  the  industries. 
We  must  remember  that  to  become  a farmer  takes  land,  and  land  is 
expensive  whether  bought  or  leased.  Again,  it  is  expensive  to  set  up 
a farm  with  tools  and  machinery.  Furthermore,  it  is  expensive  to 
reach  our  farming  lands  where  the  land  is  cheaper.  Railroad  fares 
from  New  York  to  Oklahoma  or  Kansas  would  mean  a fortune  to 
those  men  and  women.  Added  to  all  this,  they  are  ignorant  of  what 
the  United  States  has  to  offer.  They  are  like  the  Italian  in  the  story, 
who  said  Mulberry  Street  was  a gpeat  city.  Very  small  indeed  is 
their  knowledge  of  the  geography  of  the  United  States,  but  never- 
theless many  have  turned  to  farming — fewer  now,  however,  than  in 
the  past. 

TEST. 

1.  Summarize  in  a line  in  what  way  the  immigrant  is  inspected 
at  Ellis  Island  in  respect  to : 

1.  Health. 

2.  Passports. 

3.  Money. 

2.  Put  an  “A”  in  front  of  those  in  the  list  below  that  are  ad- 
mitted and  an  “R”  in  front  of  those  that  are  rejected: 

1.  Wives  of  naturalized  citizens. 

2.  Foreigners  coming  to  visit  relatives  here. 

3.  Paupers. 

4.  Children  accompanied  by  parents. 

5.  The  physically  well. 

6.  Contract  laborers. 

7.  Agents  of  foreign  governments. 

8.  Criminals  and  immoral  aliens. 

9.  Those  who  cannot  read  or  write. 

10.  Those  affected  with  disease. 

11.  Foreign  business  men. 


118 


AMERICA  AND  HER  IMMIGRANTS 


12.  The  mentally  strong. 

13.  Those  who  come  after  three  per  cent  of  each  nationality  have 

already  been  admitted. 

14.  Those  who  come  with  insufficient  money. 

Make  a summary  in  which  you  point  out  ways  that  the  immigrant 
could  be  protected  from  robbery  and  fraud  after  arriving  at  Ellis 
Island. 

To  the  Teacher : Part  or  a full  class 
exercise  could  be  spent  on  debating  any  of 
the  following  topics: 

1.  Resolved,  that  we  should  continue 
to  restrict  immigration  over  three  per  cent 
of  the  number  of  each  nationality  resident 
in  the  United  States  in  1910. 

2.  Resolved,  that  all  immigrants  who 
cannot  read  or  write  be  excluded. 

Or  a class  period  could  be  spent  drama- 
tizing the  immigrants,  experiences  at  Ellis 
Island.  Assign  certain  pupils  the  parts 
of  various  immigration  officials  and  let 
the  remainder  of  the  pupils  take  parts 
suggested  by  the  episodes. 

Helpful  books  on  inspection  at  Ellis 
Island  are: 

Brandenburg,  B.  Imported  Americans. 
F.  A.  Stokes  Co.,  New  York,  1903. 

Grose,  H.  B.  Aliens  or  Americans t 
Young  People’s  Missionary  Move- 
ment, New  York,  1906. 

Roberts,  P.  The  New  Immigration. 
Macmillan,  New  York,  1920. 

Steiner,  E.  A.  On  the  Trail  of  the  Im- 
migrant. F.  H.  Revell  Co.,  New 
York,  1906. 


XX.  IN  WHAT  PARTS  OF  THE  UNITED  STATES  DO 
IMMIGRANTS  LIVE? 


When  the  Germans  and  Scandinavians  came  over  in  the  middle  of 
the  nineteenth  century  they  went  to  live  in  different  parts  of  America. 
No  group  all  settled  in  New  York  or  Boston,  the  port  cities  through 
'which  they  entered  the  country.  Some  of  the  Germans  went  to  Wis- 
consin, some  to  Nebraska,  Iowa,  Chicago.  Many  settled  in  St.  Louis 
and  helped  build  up  the  industrial  life  of  that  great  community. 
Hundreds  of  thousands  of  them  went  onto  farms.  We  have  read  stories 
of  the  pioneering  that  they  did  in  the  westward  settling  of  our 
continent. 

But  now  all  that,  along  with  so  many  other  things  about  American 
life,  is  changed.  Fig.  21  will  lead  you  to  expect  quite  a different  story 
about  where  the  new  immigration  settled  in  America  from  that  which 
. you  learned  about  the  “old.”  Study  it  very  carefully  and  see  if  you 
can  pick  out  the  statement  in  the  following  list  that  is  the  truest 
account  of  what  is  shown  on  the  map. 


Fig.  21 

1.  The  map  shows  that  there  are  many  foreign-born  in  every 

state. 

2.  Cities  grew  because  foreign-born  people  settled  them. 

3.  The  largest  industries  are  in  the  blackest  area. 

4.  The  foreign-born  settled  there  because  it  was  nearest  to 

Europe. 

5.  The  foreign-born  concentrate  in  Northeastern  United  States. 


120 


AMERICA  AND  HER  IMMIGRANTS 


Now  turn  back  to  Fig.  12,  on  page  58,  and  compare  that  map  with 
the  map  of  Fig.  21.  In  what  ways  are  these  two  maps  similar?  Which 
of  the  following  reasons  best  explains  their  similarity? 

1.  New  York  is  the  best  place  for  immigrants  to  land. 

2.  Work  that  these  foreigners  can  do  is  found  in  northeastern 

United  States. 

3.  The  black  area  is  best  adapted  for  manufacturing. 

4.  Transportation  facilities  are  better  in  the  black  area. 

5.  The  climate  is  more  suitable  than  in  other  localities  for  man- 

ufacturing. 

Notice  how  the  heavy  line  on  this  map  starts  from  northeastern 
North  Dakota,  extends  south  to  where  the  Ohio  joins  the  Mississippi, 
then  runs  directly  east  to  Baltimore  and  across  New  Jersey.  About 
what  proportion  of  the  whole  area  of  the  United  States  is  included 
in  the  “Immigration  Zone”?  How  is  this  area  related  to  the  propor- 
tion of  immigrants  who  go  there  to  live?  Write  in  your  note-book  a 
statement  of  your  chief  conclusion  from  a comparison  of  these  two 
maps. 

Why  Does  the  Immigrant  Go  to  Live  in  the  Northeastern  Section  ? 

There  are  two  very  good  reasons  why  the  immigrant  settles  in  the  ' 
industrial  zone.  The  first  is  that  he  cannot  do  the  work  to  which  he 
was  most  accustomed  in  his  native  country — that  is,  farm.  You  have 
learned  that  by  far  the  most  of  those  who  come  here  nowadays  from 
southern  and  eastern  Europe  are  farmers.  But  when  they  arrive  in 
America  they  are  left  in  large  cities  where  nothing  but  manufacturing 
and  trade  is  carried  on, — hundreds  of  miles  from  the  great  farming 
region  of  the  Middle  West. 

Point  out  on  the  wall  map  these  fine  farming  states : Illinois, 
Indiana,  Ohio,  Michigan,  Wisconsin,  Iowa,  Nebraska,  Kansas,  North 
and  South  Dakota.  Now  trace  on  the  wall  map  the  railroad  routes 
by  which  immigrant  farmers  could  get  to  places  where  farming  is  done 
on  a large  scale.  About  how  much  does  a railroad  ticket  cost  from 
New  York  to,  say  Chicago?  If  you  have  no  way  of  finding  out  the 
exact  fare  between  different  places,  remember  that  railroad  fares  are 
about  3 1 cents  a mile.  So  from  New  York  to  Chicago  would  certainly 
cost  as  much  as-V-H.v.^.V..;^ 

But  your  readings  about  Ellis  Island  told  you  that  it  is  customary 
for  immigrants  to  have  less  than  $50  in  money  when  they  land.  So 
even  if  they  should  go  to  the  Middle  West,  they  would  have  no  money 
left  when  they  got  there  and  would  need  to  go  to  work  at  once  at  the 
first  job  they  were  offered. 

Then,  too,  it  costs  a great  deal  to  buy  land,  to  start  in  farming; 
two  or  three  thousand  dollars  at  the  very  least  for  a very  small  farm — 
say  of  80  acres.  This  being  the  case,  it  is  of  course  beyond  the  hope 


WHERE  IMMIGRANTS  LIVE 


121 


of  a newly  arrived  immigrant  to  own  his  own  farm.  He  may  go  out  to 
a farming  community  and  get  work  as  a hired  hand;  and  some  do, 
but  not  many. 


No,  most  of  our  “new”  immigrants  stay  in  the  big  cities  and  go  to 
work  in  the  shops  and  factories  as  unskilled  and  semi-skilled  workers. 
Look  at  Fig.  20.  This  shows  you  that  not  only  the  industries  are  in  the 
northeastern  section, — the  cities  are  there,  too.  Thirty-two  of  the 
fifty  largest  cities  of  the  country  are  in  this  area.  In  one  of  our  later 
lessons  we  shall  find  out  the  reasons  that  cities  grew,  especially  in 
this  section.  We  are  more  interested  just  now,  however,  to  see  where 
the  foreign-born  are  living. 

The  following  table  will  help  you  to  understand  Fig.  20  and  Figs. 
23  and  24,  on  pages  124  and  125.  This  table  shows  the  percentage  of 
the  total  population  that  are  native  whites,  that  are  children  of 
foreign  white  parentage,  and  foreign-born  whites  living  in  ten  typical 
cities  of  this  immigrant  zone. 


Native  Born 

Born  of  Foreign  Stock 

Per  Cent  Born 

Per  Cent  Born 

Per  Cent  of 

of  Native 

of  Foreign 

Foreign-born 

City 

Parentage 

Parentage 

Whites 

Boston  

24 

38 

36 

Chicago  

20 

42 

36 

Cleveland  

24 

40 

35 

Fall  River 

13 

44 

43 

Grand  Rapids .. 

36 

38 

25 

Lowell  

20 

40 

41 

Minneapolis  .... 

A , 32 

39 

29 

New  York  

19 

38 

40 

Newark  

27 

38 

32 

Rochester 

34 

38 

27 

Average... 

25 

39 

35 

Negroes  average  about  one  per  cent. 

This  table  is  based  on  table  in  Jenks,  J.  W., 

and  Lauck,  W. 

J.:  ‘‘The  Immi - 

gration  Problem,”  p,  575. 

Their  table  is  based 

upon  an  abstract  of  the  Nine- 

teenth  Census  of  the  United  States,  1910. 

From  the  table,  see 

if  you  can  tell  about  what  part  of  all  the  people 

in  the  cities  of  our  industrial  zone  are  natives.  Are  you  astonished  at 
what  you  find  ? Most  people  are  when  they  first  learn  this  fact  about 

But  what  a difference  between  the  make-up  of  these  cities  and  of 
cities  outside  the  immigration  zone.  The  next  table  of  figures  shows 
the  difference  very  clearly  indeed. 


122 


AMERICA  AND  HER  IMMIGRANTS 


Native  Stock 


Foreign  Stock 


City 

Per  Cent  born 
of  Native 
Whites 

Per  Cent  born 
of  Foreign 
Parentage 

Foreign 

born 

White 

Negroes 

Atlanta,  Ga 

59.4 

4.2 

2.8 

33.5 

Denver,  Col 

50.1 

28.7 

18.2 

2.5 

Kansas  City,  Mo 

61.9 

18.4 

10.2 

9.5 

Portland,  Ore.  

50.3 

24.6 

21.1 

0.5 

Richmond,  Va.  

54.2 

6.0 

3.2 

36.6 

Average 

55^2 

16.4 

11.1 

16.5 

Things  you  wear. 

0 10  20  30  40  50  60  70  80  90  100 

Clothing 
Cotton  Goods 
Wool  6c  Worsted  Goods 
Silk  Goods 
Boots  8c  Shoes 

For  the  home  you  live  in. 

Construction  Work  ■■■■■■■■■■■■El 

Rope,  Twine  8c  Hemp 
Iron  8c  Steel 

Copper  Mining  8c  Smelting 
Coal  Mining  (Bituminous) 

Oil  Refining 
Furniture 


SI 


Meat  Packing 
Sugar  Refining 


r^rn 


Percent  erf  all  workers  who 
are  foreign  born. 

Per  cent  of  al  I workers  who 
k\\\i  are  native  born  of  foreign 
father. 

. . Percent  of  ail  workers  who 

1 1 are  native  born  of  native  father. 


What  the  Immigrant  does  for  you. 
Fig.  22 


Between  50  and  60  per  cent  of  the  people  are  native  whites — twice 
as  large  a percentage  as  in  the  industrial  zone  cities.  Two  of  these 
five  cities  are  Southern,  so  of  course  the  per  cent  of  negroes  is  very 
large. 

The  second  reason  why  the  immigrants  crowd  up  in  the  north- 
eastern zone,  then,  is  that  they  can  find  work  there  so  easily.  In  the 
past  thirty  years  the  immigrant  has  become  so  important  in  our  indus- 
tries that  we  depend  upon  him  to  do  the  heavy  labor. 


WHERE  IMMIGRANTS  LIVE  123 

Fig.  22  tells  in  a very  startling  way  how  important  the  immigrant 
is  to  our  every-day  lives.  In  this  country  over  half  of  us  live  in  cities. 
Very  few  people  raise  the  food  they  eat  or  make  the  clothes  they  wear 
or  the  houses  they  live  in,  as  they  did  in  the  pioneer  days  of  only  sixty 
years  ago.  All  these  things,  our  food,  our  clothes,  our  houses,  our  lux- 
uries, are  now  made  in  factories.  And  nearly  all  of  the  factories 
depend  upon  iron,  steel,  coal,  transportation,  and  other  such  industries. 

Here  is  what  the  immigrant,  speaking  for  the  immigrants  as  a 
whole,  might  say : 

“I  am  the  immigrant. 

Since  the  dawn  of  creation  my  restless  feet  have  beaten  new 
paths  across  the  earth. 

My  uneasy  bark  has  tossed  on  all  seas. 

My  wanderlust  was  born  of  the  craving  for  more  liberty  and 
a better  wage  for  the  sweat  of  my  face. 

I looked  toward  the  United  States  with  eager  eyes  kindled  by 
the  fire  of  ambition  and  heart  quickened  with  new-born 
hope. 

I approached  its  gates  with  great  expectation. 

I entered  in  with  fine  hope. 

I have  shouldered  my  burden  as  the  American  man-of-all  work. 
I contribute  85  per  cent  of  all  the  labor  in  the  slaughtering  and 
meat  packing  industries. 

I do  7/10ths  of  the  bituminous  coal  mining. 

I do  7/8ths  of  all  the  work  in  the  woolen  mills. 

I contribute  9/10ths  of  all  the  labor  in  the  cotton  mills. 

I make  19/20ths  of  all  the  clothing. 

I manufacture  more  than  half  of  the  shoes. 

1 build  4/5ths  of  all  the  furniture. 

I make  half  of  the  collars,  cuffs  and  shirts. 

I turn  out  4/5ths  of  all  the  leather. 

I make  half  the  gloves. 

I refine  nearly  19/20ths  of  the  sugar. 

I make  nearly  half  of  the  tobacco  and  cigars. 

And  yet  I am  the  great  American  Problem. 

When  I pour  out  my  blood  on  your  altar  of  labor,  and  lay  down 
my  life  as  a sacrifice  to  your  God  of  Toil,  men  make  no 
more  comment  than  at  the  fall  of  a sparrow. 

My  children  shall  be  your  children,  and  your  land  shall  be  my 
land  because  my  sweat  and  my  blood  will  cement  the 
foundations  of  the  America  of  Tomorrow. 

If  I can  be  fused  into  the  body  politic,  the  melting  pot  will 
have  stood  the  supreme  test.”* 


' Survey , 40:  214.  May  25,  1918. 


124 


AMERICA  AND  HER  IMMIGRANTS 


Does  this  not  show  us  clearly  what  the  immigrant  does  for  us? 
Of  all  the  industries,  the  coal  and  iron  and  steel  industries  are  the 
greatest  and  perhaps  the  most  important  of  all.  Our  daily  lives  depend 
upon  having  coal  to  run  our  trains,  so  that  milk  and  meat  and  other 
perishable  foods  may  be  brought  to  our  cities  regularly  each  day. 
Think  of  the  thousands  of  babies  that  would  die  if  the  milk  trains 
stopped  running  for  more  than  a single  day!  And  in  order  to  light 
our  homes,  and  heat  our  houses  and  school  buildings  in  autumn  and 
winter,  and  make  the  power  to  run  our  street  cars,  we  must  have  coal. 


Where  iron  and  steel  manufacturing  is  done  in  America. 
Does  this  explain  why  immigrants  work  in  this  zone? 

Fig.  23 


And  for  nearly  all  these  things  we  must  have  iron,  too,  and  steel. 
Railroad  tracks,  locomotives,  cars,  machine  shops,  bridges,  great  city 
buildings — all  would  cease,  and  much  of  our  modern  civilization  with 
them,  if  the  supply  of  manufactured  iron  and  steel  should  give  out. 

All  of  these  statements  show  how  important  the  Slav  immigrant 
is,  for  he  is  doing  most  of  the  rough  labor  in  the  coal,  iron,  and 
steel  industries. 

A captain  of  a mine  in  the  Michigan  region  was  asked,  ‘‘How 
many  foreigners  are  in  these  mines?”  His  reply  was,  “We’re  all  that 
here.”  “How  many  of  your  men  are  able  to  talk  English  so  they  can 
get  along?”  “About  half,”  was  his  answer. 

Figure  23  helps  us  to  understand  the  immigration  zone.  What  do 
you  think  is  the  difference  between  the  immigration  zone  and  the  zone 


WHERE  IMMIGRANTS  LIVE 


125 


of  the  steel  industry?  How  does  Fig.  23  help  to  explain  the  cause 
of  immigrants  living  in  the  northeastern  industrial  zone? 

Do  you  notice  in  Fig.  23  that  the  iron  and  steel  manufacturing 
is  not  done  as  much  in  New  England  as  in  the  Pennsylvania  region? 
New  England  has  many  machine  industries,  but  since  1800  she  has 
led  in  another  kind  of  industrial  work:  the  spinning  of  yarn  and 
the  weaving  of  cloth.  In  Massachusetts,  for  example,  a score  of  cities 
have  thousands  of  immigrants  working  in  their  mills  at  semi-skilled 
or  skilled  trades.  Fig.  24  shows  where  the  mills  are.  They  are 


Where  textile  manufacturing  is  done  in  America. 
Does  this  help  explain  why  immigrants  work  in  this  zone? 

Fig.  24 


thickest  in  what  states?  Compare  the  map  in  Fig.  24  with  that  in 
Fig.  20.  Does  Fig.  24  help  to  explain  the  large  immigrant  population 
in  the  New  England  States  ? 

So  far  two  reasons  have  been  given  why  the  southern  Europeans 
crowd  our  cities:  First,  they  can’t  buy  land,  and  the  good  free  land 
is  gone;  and  second,  they  can  get  work  easily  in  the  industrial  plants 
nearer  the  coast.  Furthermore,  for  their  work  they  can  get  wages 
which  are  handsome  to  them,  although  to  our  native  workers  they 
seem  very  low.  A third  reason  is  that  their  relatives  and  friends, 
who  came  here  before  them,  congregated  in  certain  cities  in  the  East, 
and  in  particular  quarters  of  those  cities. 

You  sec  the  immigrant  knows  nothing  about  the  United  States 
except  the  little  he  has  heard  from  his  own  people.  They  in  turn  know 


126 


AMERICA  AND  HER  IMMIGRANTS 


little  beyond  the  small  neighborhood  they  work  in.  So  we  find  nation- 
alities in  special  industries,  as  the  Slovaks  and  Russians  in  coal  mining 
and  in  iron  and  steel  plants;  the  Russian  Jews  in  the  clothing  trade; 
the  Magyars  in  coal  mining,  sugar  refining  plants,  steel  and  plow 
plants,  and  silk  dyeing;  the  Poles  and  southern  Italians  in  almost 
every  phase  of  mining  and  manufacturing. 

Do  you  think  it  would  be  wise  for  the  United  States  to  make  it  a 
part  of  its  care  of  immigrants  to  establish  bureaus  to  aid  them  in 
locating  work  and  homes  in  the  United  States? 

TEST 

1.  Complete  the  sentence  as  a test  of  your  knowledge  of  where 
immigrants  settle  in  the  United  States,  and  why  they  settle  there. 

1.  Foreigners  concentrate  in  wThat  is  known  as  the~**4^vc*^. 

zone.  More  than.-'g:. per  cent  of  them  live 

here. 

2.  This  region  includes  the section  of 

the  United  States. 

3.  They  settle  there  principally  because  they  can  find... cAl ...... .. 

4.  The  immigrant  does  over.... per  cent  of  the  work  in 

the  principal  industries  of  America. 

5.  His  occupation  at  home,  that  of mostly, 

is  not  open  to  him  in  America  because 

6.  Figs.  23  and  24  show  that  the and 

are  also  concentrated  in  the zone. 

7.  The  foreign-born  not  only  congest  in  the zone,  but  in 

the  larger of  that  region. 

2.  Outline  for  your  notebook  what  you  think  should  be  done  to 
distribute  immigrants  more  evenly  throughout  the  country.  Tell  briefly 
how  it  could  be  done  and  who  should  do  it.  Why  do  you  think  it 
necessary  ? 


XXI.  HOW  THE  IMMIGRANT  FINDS  HIS  JOB  AND  THE 
CONDITIONS  UNDER  WHICH  HE  WORKS 


Imagine  that  you  were  a Pole  recently  arrived  in  Chicago.  You 
have  just  five  dollars  left.  That  means  that  you  would  have  to  go  to 
work  immediately.  What  would  you  do  to  get  a job  ? Remember  you 
have  always  lived  in  the  shadow  of  starvation,  and  you  never  have 
known  what  it  means  to  have  a simple,  comfortable  house,  enough 
clothes  for  a change,  and  you  never  have  gone  to  school.  Your  wildest 
dreams  are  “to  have  feather  beds,  a crowing  cock  in  the  barnyard, 
and  a pig-killing  once  a year.”  You  are  ignorant  of  English,  and' 
filled  with  astonishment  and  even  horror  at  "the  sights  of  the  tremen- 
dous city.  Before  this  trip  you  had  never  seen  a town  of  more  than 
5000  people.  What  would  you  do  to  get  a job?  How  does  each 
bewildered  immigrant  get  his  first  job?  Read  these  little  anecdotes 
to  find  out  what  experiences  foreigners  have  when  they  try  to  find 
work. 

Mr.  Peter  Roberts  noticed  that  many  Italians  passing  through 
Ellis  Island  carried  the  address  of  one  man  in  Buffalo.  He  was  very 
curious  to  find  out  why,  so  he  looked  up  the  address  in  Buffalo.  He 
found  that  the  man  was  running  a combined  store,  steamship  ticket 
agency,  and  labor  agency  where  immigrants  could  learn  about  jobs. 
He  asked  the  proprietor  the  whereabouts  of  one  of  the  newly  arrived 
immigrants  in  whom  he  had  been  interested  and  who  carried  the 
address  of  the  store.  It  took  the  proprietor  some  time  to  place  the 
man  referred  to,  then  he  said,  “Gone  out  to  work  on  the  road,  living 
in  a camp.”  You  see  this  proprietor,  who  was  acting  as  a labor  agent, 
was  one  of  the  immigrant’s  countrymen  who  had  put  him  in  touch  with 
work  he  could  do. 

Most  of  our  incoming  immigrants  are  taken  care  of  by  friends 
who  get  them  jobs,  just  as  this  Italian  did.  Never  is  the  family  too 
poor,  too  crowded,  too  tired,  or  too  busy  to  help  one  of  their  own 
countrymen.  The  newcomer  is  cordially  received  and  taken  along  to 
work  next  morning,  and  helped  in  every  way  to  get  a job. 

The  coming,  in  large  numbers,  of  our  immigrants  in  the  past 
thirty  years  has  made  job-finding  a regular  business  for  some  of  the 
immigrants  themselves  who  are  settled  in  the  United  States.  The 
person  carrying  on  this  business  is  usually  a member  of  the  same 
nationality  as  those  who  come  to  him  seeking  work.  He  has  learned 
to  speak  English,  possibly  only  in  a broken  way,  but  so  that  he  can 
make  himself  understood  and  can  deal  with  the 'employers  who  hire 
workers.  He  soon  becomes  a leader  among  his  people.  They  are 
very  dependent  upon  him.  All  the  business  between  the  employers 
and  these  workers  must  go  through  the  “padrone/’  as  this  leader  is 
called.  He  charges  the  company  a fee  for  each  laborer  he  secures  for 


128 


AMERICA  AND  HER  IMMIGRANTS 


them,  then  in  turn  he  charges  the  laborer  a fee  for  getting  him  the 
job.  It  is  usually  a profitable  business  for  the  padrone.  One  of  these 
padrones  for  a group  of  Greeks  charged  each  worker  in  a railroad 
camp  a dollar  a month  for  acting  as  their  interpreter,  and  he  charged 
the  company  a dollar  for  each  man  he  secured  for  them.  You  see  he 
made  $2.00  on  every  man  hired. 

Often  the  charges  made  by  the  padrones  are  outrageous,  like  one 
found  near  Chicago,  who  charged  the  workers  $5  for  the  job,  and 
after  the  job  was  secured,  $2.50  a month  as  an  insurance  that  the 
worker  could  keep  it.  The  padrone  is  actually  the  boss  of  all  the 
workers.  Often  he  has  been  the  saloon-keeper  of  the  neighborhood; 
he  is  the  bar-tender  or  the  store-keeper;  sometimes  he  is  only  one  of 
the  workers  in  the  industry.  These  are  the  persons  most  often  guilty 
of  evading  the  contract  labor  law,  for  you  see  how  profitable  it  would 
be  for  them  to  import  laborers  directly  from  the  home  country  and 
so  earn  more. 


The  Story  of  Mark,  the  Padrone 

In  an  industrial  city  in  Ohio  lives  one  of  these  leaders.  He  has 
prospered  greatly,  although  he  has  made  many  enemies. 

When  Mark  came  to  this  town  he  was  wretchedly  poor,  so  poor 
that  he  had  to  borrow  fifty  cents  from  the  superintendent  to  buy  a 
pair  of  suspenders  that  he  badly  needed.  He  began  to  furnish  the 
company  with  laborers,  acted  as  an  interpreter,  and  then  received 
permission  to  open  up  a store  to  supply  the  workers.  After  four  years 
his  influence  with  the  foreigners  had  grown  so  strong  that  the  com- 
pany could  only  employ  the  workers  that  Mark  agreed  to  hire.  Then, 
because  “he  thought  he  owned  the  factory,”  the  superintendent  dis- 
charged Mark. 

Now  there  was  another  factory  in  the  city.  At  the  time  that 
Mark  was  discharged  it  was  in  great  need  of  laborers.  The  owners 
came  to  Mark  to  make  an  agreement  with  him  for  the  furnishing  of 
unskilled  laborers.  Now  Mark,  because  of  his  great  power  over  the 
men,  could  almost  make  the  arrangement  at  his  own  terms.  He 
therefore  demanded  that  the  company  advance  him  money  with  which 
to  build  a town  to  shelter  the  workers  he  would  bring.  Second,  he 
demanded  that  he  should  be  given  absolute  control  over  this  town. 
This  the  company  agreed  to  do. 

In  a very  short  time  Mark  had  built  a town  which  housed  three 
thousand  people.  He  built  a fence  around  that  town.  No  vehicle 
had  the  right  to  pass  the  gate  to  sell  goods  to  the  people  of  “Hunkey 
Town,”  as  it  was  called.  Think  of  it,  a town  in  the  United  States 
with  a fence  built  around  it.  It  sounds  like  the  time  in  the  Middle 
Ages,  when  the  lords  built  their  castles  with  moats  around  them  so 
that  their  enemies  could  not  reach  them.  Well,  Mark  was  the  “lord” 


THE  IMMIGRANT’S  JOB 


129 


of  this  town.  He  had  a large  store,  a saloon,  a hall  for  dances  and 
meetings;  in  fact,  everything  these  workers  needed  had  to  be  bought 
from  Mark.  He  did  not  charge  them  much  more  than  another  store 
would  charge.  Their  rents  were  not  unreasonably  high,  but  every- 
thing they  did  or  spent  was  done  through  Mark.  He  has  grown  very 
rich.  But  he  has  many  enemies — men  who  lost  their  jobs  because  of 
him,  men  who  envy  him  his  fine  house  and  money.  And  his  enemies 
have  made  Mark’s  life  so  uncomfortable  and  unsafe  that  he  had  to 
ask  for  special  police  protection.* 

This  story  of  Mark  shows  us  how  bad  it  is  for  a foreign-born 
leader,  who  does  not  know  American  ways  of  living,  to  have  such 
absolute  control.  The  people  in  “Hunkey  Town”  are  not  really 
living  as  Americans ; they  do  not  know  Americans,  nor  do  they  have  to 
learn  the  English  language  to  get  along. 

Don’t  you  think  we  should  try  to  work  out  some  better  way  for 
our  foreigners  to  get  jobs  than  through  such  men  as  Mark?  Our 
government  made  a good  start  on  this  problem  when  it  established 
employment  agencies  in  our  large  cities  during  the  war. 

Here  is  another  account  of  the  way  in  which  padrones  work : 

‘'Every  charge  made  by  the  padrone  is  deducted  by  the  railroad 
employers  before  the  wages  are  paid,  upon  the  sole  statement  of  the 
padrone;  $1  to  $3  is  deducted  every  two  weeks  for  supplies,  whether 
the  men  buy  supplies  or  not.  If  the  food  is  ‘rotten’  or  the  men  do 
not  receive  all  they  order,  no  refund  or  adjustment  is  ever  made 
and  the  prices  in  this  padrone’s  camps  are  higher  than  any  similar 
place  in  the  state.  The  company  also  deducts  $1  per  week  for  shack 
rent.  Some  of  the  camps  are  so  filthy  that  the  men  have  built  huts 
outside  or  sleep  out-of-doors.  . . . The  employment  fee  charged 

by  this  padrone  is  $1  to  $3.  No  man  can  go  to  work  for  this  road 
unless  he  gets  a brass  check  from  the  padrone,  and  for  this  the  road 
deducts  the  amount  the  padrone  asks.  ”f 

“Last  June  several  Russians  who  were  looking  for  work  were  picked 
up  on  the  street  and  piloted  to  an  employment  office  by  a runner. 
For  this  service  he  charged  the  immigrants  $1.50  apiece.  At  the  office 
arrangement  was  made  for  them  to  work  in  the  woods  as  sawyers,  and 
transportation  and  office  fees  were  to  be  advanced.  They  were  given 
an  address  in  Kineo,  Me.,  taken  to  the  depot  and  sent  to  Calumet, 
Mich.,  where  they  were  expected  to  work  in  the  copper  mines.  When 
they  got  away  and  were  picked  up  by  the  Immigrants’  Protective 
League  in  Chicago,  after  they  had  worked  their  way  down  from 
Calumet,  they  had  still  the  card  of  the  Boston  agent,  calling  for  work 
as  a sawyer  at  Kineo,  Me.  They  were  unable  to  explain  what  had 

*This  story  has  been  adapted  from  Roberts,  Peter:  “New  Immigration, ” 
pp.  177-178. 

tShriver,  'William  P.:  “Immigration  Forces,”  p.  90. 


130 


AMERICA  AND  HER  IMMIGRANTS 


happened  to  them,  had  no  idea  where  Maine  was,  or  why  they  were 
taken  to  Michigan.  They  knew  they  had  been  deceived,  had  been 
compelled  to  leave  their  little  bundle  of  clothes  in  order  to  effect  their 
escape,  and  insisted  that  their  only  desire  was  to  get  back  to  their 
relatives  in  West  Hanover,  Mass.;  but  when  the  expense  of  returning 
was  explained  to  them  they  were  completely  discouraged.  More  than 
two  hundred  Russians  and  Poles  were  sent  to  Calumet  through  this 
and  another  agency  last  summer.  How  many  of  them  knew  they 
were  being  sent  to  the  mines  and  were  to  be  used  as  strike-breakers 
cannot  be  said. 

As  yet  little  is  done  to  protect  the  immigrant  from  such  robbery 
as  the  next  story  shows  : 

“An  investigator  for  the  commission  was  sent  out  in  November  by 
one  such  agent  with  forty  Poles.  All  of  them,  after  a walk  of  twenty 
miles,  were  put  to  work.  On  his  way  back  to  Boston,  this  investigator 
found  a group  of  Poles  who  had  paid  fees  of  $4  (in  one  case  $5)  in  a 
Boston  employment  office,  and  had  been  given  the  card  of  a Bangor 
agent.  In  Bangor  they  were  told  that  they  should  have  paid  nothing 
in  Boston,  and  were  given  cards  to  the  camp  ‘boss,’  marked  ‘office  fee 
due.’  They  walked  about  twenty  miles  to  the  camp,  and  at  the  end 
of  a week  were  discharged  because,  they  were  told,  some  of  the  old 
employees  had  returned.  Of  three  men  who  had  paid  fees  to  the 
Boston  agency  one  was  given  $3  when  discharged,  and  two  others  were 
given  $3.50.  They  had  all  been  promised  free  transportation  and 
$35  a month  and  board  if  they  stayed  until  they  were  discharged,  and 
$28  a month  if  they  left  before  the  completion  of  the  work.  These 
men  had  lost  two  weeks  in  time,  had  walked  about  forty  miles,  had 
spent  some  money  for  the  things  they  thought  they  should  need  in  the 
<jamp,  and  had  still  to  pay  for  their  railroad  fare  back  to  Boston. 
On  their  return  to  Boston,  if  they  knew  their  rights  under  the  law 
and  succeeded  in  proving  their  case,  they  could  get  back  five-sixths 
of  the  $4  they  had  paid  the  Boston  agent,  and  he  could  go  on  doing 
the  same  thing.”! 

What  Kinds  of  Work  are  Our  Immigrants  Willing  to  Do? 

Our  new  immigration  has  made  it  possible  for  us  to  build  up  our 
factories,  lay  and  run  our  railways,  put  in  modern  systems  of  water 
supply  and  sewage,  construct  our  tunnels  and  bridges.  In  less  than 
two  hundred  years  the  United  States  has  come  to  extend  from  ocean 
to  ocean,  from  Canada  to  the  Gulf  of  Mexico — a country  almost  the 
size  of  the  continent  of  Australia.  But,  unlike  Australia,  we  have 
opened  up  all  our  territory;  we  have  changed  from  an  agricultural 


♦Massachusetts  Report  of  the  Commission  on  Immigration,  p.  43-44. 
IMassachusetts  Report  of  the  Commission  on  Immigration,  p.  42. 


THE  IMMIGRANT’S  JOB 


131 


people  to  a manufacturing  nation  conducting  trade  with  other  nations. 
We  could  never  have  made  such  great  strides  without  the  strong  and 
willing  Slav,  Italian,  Lithuanian,  and  Magyar.  They  have  come  into 
our  factories  to  do  the  disagreeable,  heavy,  poorly  paid  work. 

They  have  taken  the  places  of  the  men  of  the  “old”  immigration, 
the  Irish,  Germans,  Swedes,  etc.,  and  of  the  native-born  as  well.  Slavs 
and  the  Italians  are  in  the  brick  yards.  Their  managers  and  super- 
intendents are  native  Americans  or  descendants  of  the  “old”  immi- 
gration. In  the  tanneries  and  in  the  shoe  plants  we  find  them  busily 
at  work.  One  manager  said,  “I  never  got  a better  force  of  men  to  do 
the  job.”  We  have  spoken  of  them  as  being  in  the  mines  and  steel 
mills. 

Give  examples  of  what  kinds  of  work  immigrants  are  willing  to  do. 
How  would  Fig.  21  help  you  in  answering  this  question  ? 

These  men  are  strong  and  willing  to  do  heavy  manual  labor.  The 
industries  can  use  them  largely  because  of  the  perfection  of  their 
machines.  New  inventions  and  improvements  in  machinery  always 
leads  to  machines  which  almost  run  themselves.  So  simple  are  many 
modern  machines  that  a child  could  take  care  of  them.  In  construc- 
tion work,  as  building  tunnels,  such  as  the  subways  of  New  York  City 
called  for,  the  men  work  in  gangs  in  the  simple  heavy  work  of 
digging.  The  work  in  railroad  construction  has  been  done  in  the  same 
way.  Our  immigrants  are  always  found  in  work  that  depends  upon  a 
strong  body  and  a willing  disposition. 

Read  this  little  anecdote.  It  will  give  a more  intimate  picture  of 
the  kinds  of  work  our  immigrants  are  willing  to  do.  It  will  help 
to  tell  you  why  manufacturers  are  so  eager  to  have  a large  immigration. 


“Disagreeable  Conditions — Industries,  in  their  very  nature  un- 
pleasant, are  manned  by  foreigners.  ‘White  people’  will  not  per- 
form certain  kinds  of  work,  and  the  employers  must  hire  foreigners 
to  do  it.  When  once  they  take  up  a line  of  work  the  English-speaking 
forsake  it,  for  they  think  it  below  their  dignity  to  work  alongside  of 
recent  immigrants.  In  a large  room  in  a cotton  factory,  where  the  nap 
was  made  on  the  cloth,  fifty  foreigners  were  employed.  The  air  in 
that  room  was  laden  with  floating  particles  of  cotton,  and  appeared 
like  the  atmosphere  on  a winter  day  laden  with  fine  snow.  The  men 
with  every  breath  of  air  breathed  some  of  the  lint,  and  breathing 
some  10,000  times  in  ten  hours  I wondered  how  much  of  that  lint  they 
would  carry  away  in  their  lungs  in  a year.  I told  the  foreman : ‘ This 
is  bad  breathing.’  ‘Yes,’  was  his  reply,  ‘but  the  men  don’t  seem  to 
mind  it.’  In  a hat  factory  the  guide  took  me  down  to  the  cellar 
where  the  felt  was  soaked  and  passed  through  certain  processes.  The 
place  was  wet,  the  atmosphere  laden  with  steam,  and  the  stench  of 


132 


AMERICA  AND  HER  IMMIGRANTS 


glue  was  decidedly  disagreeable.  All  the  employees,  both  male  and 
female,  were  foreign-born.  The  women  tied  some  linen  over  their  hair 
to  protect  it  from  the  moisture — all  were  more  or  less  wet ; they  could 
not  avoid  it.  In  talking  about  these  conditions  to  the  foreman,  his 
comment  was  : ‘ They  don ’t  mind  it — they  are  tough.  ’ 

“Foreigners  operate  in  furniture  plants,  where  the  fine  particles 
of  wood  floating  in  the  air  light  on  both  man  and  machine,  covering 
them  with  a coating  of  sawdust,  so  that  it  is  necessary  every  once 
iii  a while  to  clean  up  that  the  work  may  be  continued.  In  a large 
furniture  factory,  down  in  the  room  where  the  veneer  was  fastened  to 
certain  parts  of  wood,  a row  of  men  stood,  each  performing  his  part 
as  the  articles  on  which  they  worked  passed  along.  It  was  a dirty 
place.  Varnish,  glue,  paints — all  forming  a sticky,  slimy  combination 
which  clung  to  bench,  block,  wood,  and  sides,  giving  the  place  a filthy 
appearance  that  was  disgusting.  The  men  worked  under  pressure — 
each  had  to  keep  up  the  pace  to  save  congestion  at  his  bench — and  the 
varnish,  glue  and  paints  were  scattered  over  apron  and  garments, 
hands  and  arms,  and  the  face  was  not  exempt;  they  could  not  save 
themselves,  speeding  work  as  they  did.  It  was  disagreeable  work,  and 
‘white  men’  had  forsaken  it.  There  are  certain  operations  which 
necessarily  involve  dirt  and  disagreeable  odors ; they  cannot  be  avoided 
if  the  work  is  to  be  done.”* 

Many  immigrants  can’t  stand  the  strain  any  more  than  the  natives 
could. 

“The  strain  and  stress  found  in  our  mills  are  not  met  with  in  any 
other  country.  Thousands  of  foreigners  every  year  fail  in  the  test 
and  turn  their  faces  homeward.  ...  A young  Russian,  apparently 
strong  and  well  built,  came  to  my  office  recently  and  his  plea  was  to 
be  sent  back  home.  He  had  no  money,  neither  did  he  have  the  heart 
to  go  to  earn  it  in  any  industrial  plant.  That  man  had  tried  and 
failed.  A doctor  examined  him  and  said,  ‘He’s  sound  in  every  way’ — 
he  was  afraid  and  could  not  stand  the  strain  incident  to  American 
labor.”f 

Ignorance  of  our  language  increases  the  hazards  under  which  for- 
eigners work.  (Roberts:  The  New  Immigration,  p.  84). 

“A  foreigner  is  employed  to  manipulate  the  chain  of  a crane  and 
before  he  has  taken  his  hand  off  the  hook,  the  signal  to  hoist  is  given 
and  his  fingers  are  caught.  A foreigner  is  ordered  down  to  the  pit 
of  the  flywheel  to  do  some  cleaning ; but  before  he  has  time  to  come 
up,  the  signal  to  start  is  given ; the  poor  fellow  is  caught  by  the  wheel 
and  hurled  to  eternity.  A foreign-born  helper  is  told  by  his  chief 
to  clean  the  machine;  he  goes  to  work  and  is  busy,  when  the  leader, 
forgetting  the  foreigner,  touches  the  lever  and  starts  the  machine — 

♦Roberts,  Peter:  “The  New  Immigration,”  pp.  67-68. 

tRoberts,  Peter:  “The  New  Immigration.”  p.  16. 


THE  IMMIGRANT’S  JOB 


133 


lie  remembers  when  a cry  of  agony  rends  the  air  and  the  poor  man 
has  lost  a hand.  A foundry  in  Pennsylvania  has  the  record  of  ‘one  a 
day’  when  in  full  blast,  and  the  record  is  largely  due  to  the  fact  that 
heavy  cranes  let  fall  a part  of  their  load  on  foreigners  who  don’t  know 
enough  to  get  out  of  the  way,  or  because  the  crane  driver,  in  a hurry, 
forgets  to  ring  the  bell  to  warn  men  to  get  out  of  the  way.  A gate 
guarding  the  mouth  of  an  underground  shaft  was  broken,  but  ‘Hurry 
up,  ’ the  foreman  said ; ‘ we  must  get  out  the  coal ; we  ’ll  repair  it  later ; ’ 
but  a Slav,  working  for  the  first  time,  did  not  know  that  the  gate  was 
broken.  He  came,  leaned  against  the  gate  and  fell  down  the  shaft. 
‘Production,’  ‘tonnage,’  that  is  the  talisman  in  the  life  of  so  many 
managers  who  want  to  make  a record,  and  they  forget  the  men  who 
ought  to  count  for  more  than  production.  In  a coal  shaft  where  the 
labor  force  was  almost  wholly  foreign,  the  man  in  charge  wanted  to 
make  a record.  ‘Get  out  the  coal’  was  the  order,  and  the  wheels  were 
running  at  their  swiftest.  A boy  came  and  said:  ‘There’s  fire  on 
level  three ; ’ and  the  foreman  said,  ‘ It ’s  a mistake ; get  out  the  coal.  ’ 
An  hour  passed,  and  then  another  warning  came;  but  the  word  was 
passed,  ‘ Go  ahead ; we  are  breaking  the  record.  ’ Another  half  hour  of 
rushing  out  the  coal,  and  then  came  the  cry  of  horror,  ‘The  third 
level  is  full  of  smoke.’  The  wheels  were  stopped,  but  it  was  too  late; 
no  word  could  be  sent  to  the  men  in  the  place ; the  air  current  had 
turned,  and  none  of  the  men  on  that  level  could  escape.  ’ ’• 

Do  Immigrant  Industrial  Workers  Earn  as  Much  as  Natives? 

This  question  is  one  that  is  much  discussed.  At  all  times  in  our 
history  there  have  been  many  native  American  laborers  who  have 
believed  that  the  immigrant  comes  over  to  take  their  jobs  away  be- 
cause they  will  work  for  smaller  wages.  And  true  enough  it  has  been, 
that  they  do  now,  and  have  in  the  past,  received  smaller  pay  than  the 
natives.  But  this,  we  must  remember,  is  largely  caused  by  the  fact 
that  the  majority  of  our  industrial  workers  are  immigrants. 

The  actual  wages  of  natives,  of  foreign-born  and  of  native  born 
of  foreign  fathers,  are  compared  in  the  next  table. 

Average 
yearly  earning 


Native  born  whites  of  native  fathers $666.00 

Native  born  whites  of  foreign  fathers 566.00 

Foreign-born  workers  455.00 


These  figures  are  for  1907-1910  and  are  quoted  from  the  “Report  of  the 
Immigration  Commission.”  The  wages  today  are  about  twice  these  amounts. 

So  we  see  that  the  natives  earn  most  and  the  children  of  foreign 
born  next  most,  and  the  foreign  born  least  of  all.  Turn  back  to  Fig. 
22  again.  Does  that  chart  help  to  explain  why? 

•Roberts,  Peter:  “The  New  Immigration,”  p.  84. 


134 


AMERICA  AND  HER  IMMIGRANTS 


Possibly  one  of  the  first  things  a worker  of  1860  would  notice  if 
he  visited  factories  today,  in  1922,  would  be  the  change*  in  the  nation^ 
alities  of  the  workers.  Where  the  Irish  and  Germans  were  then,  now 
the  Slavs  hold  forth.  One  employer  in  the  tanning  business  said,  ‘ ‘ The 
Irish  and  Germans  are  gone:  if  this  plant  is  to  run,  Italians,  Lithu- 
anians and  Poles  must  do  the  work.  ’ ’ A lonely  Irishman — an  old  man 
who  was  the  last  of  his  race  in  a plow  plant — said,  “The  foreigners 
take  everything.  I hang  on,  for  it’s  late  in  the  day  for  me  to  change.” 

The  sons  and  daughters  of  the  unskilled  German  and  Irish  workers 
of  1860  are  doing  the  skilled  and  professional  jobs  in  1920  and  the 
south  Europeans  are  filling  the  places  in  unskilled  labor  that  are 
vacated.  Even  when  the  native  American  or  north  European  of  the 
second  generation  is  doing  unskilled  work,  he  earns  a somewhat  better 
wage  than  does  the  member  of  the  new  immigration.  It  must  be  said 
that  the  south  European  will  work  for  less.  It  is  difficult  to  get  many 
cases  that  show  how  the  foreigners  have  reduced  wages.  We  do  know, 
of  many  strikes  where  they  have  stubbornly  fought  for  an  increased 
wage  or  have  resisted  a cut  in  wages.  The  great  strike  in  the  textile 
mills  in  New  England  in  1922  and  the  recent  coal  strike  are  examples. 

TEST 

Underscore  the  word  or  words  that  best  describe  how  the  immigrant 
finds  work  and  the  conditions  under  which  he  works. 

1.  The  immigrant  finds  work  principally  (a)  by  using  want  ad- 
vertisements in  the  newspapers;  (b)  by  personal  application;  (c) 
by  writing  letters;  (d)  through  the  padrone  system;  (e)  by  the  help 
of  relatives;  (f)  by  assistance  from  the  government. 

2.  The  immigrant  engages  principally  in  (a)  professional  occupa- 
tions; (b)  skilled  trades;  (c)  farming;  (d)  domestic  work;  (e)  un- 
skilled labor;  (f)  government  work ; (g)  semi-skilled  labor. 

3.  The  conditions  of  work  that  he  meets  are  best  described  by 
such  terms  as:  (a)  dirty;  (b)  good  ventilation;  (c)  poor  air  to 
breathe;  (d)  good  light;  (e)  disagreeable  odors;  (f)  danger;  (g)  stress 
and  strain;  (h)  care  for  their  safety. 

4.  The  work  of  natives  and  immigrants  is  best  compared  by  saying 

that:  (a)  the  immigrants  receive ^re  wages;  (b)  the  native  labor 

unions  oppose  them ; (c)  the  employer  does  not  believe  that  the  immi- 
grants make  as  good  laborers  as  the  natives;  (d)  the  immigrants  are 
not  as  skilled  as  the  natives. 

To  the  Teacher:  We  suggest  that  in 
this  exercise  some  time  could  be  spent  in 
discussing  the  arguments  for  and  against 
this  proposition : “Resolved,  that  immi- 
gration should  be  restricted  because  it 
lowers  the  wages  and  standards  of  living 
of  the  native  Americans.” 


XXII.  HOW  THE  IMMIGRANTS  LIVE? 


Look  at  the  picture  of  the  Ghetto?  What  does  it  tell  about  “how  the 
immigrants  live?” 

One  of  the  most  startling  facts  about  immigrants  for  a native 
American  to  learn  is  the  condition  under  which  they  live  in  America. 
We  are  accustomed  to  think  of  all  people  living  as  we  do, — eating  the 


“The  Ghetto”  in  New  York  City,  where  immigrants  live.  The  heart  of  the 
largest  Jewish  community  in  the  world.  How  easy  is  it  going  to  be  to  make 
Americans  out  of  people  who  live  in  “quarters”  like  this? 

(From  Steiner:  “On  the  Trail  of  the  Immigrant,”  by  permission  of 
the  publisher,  Revell  & Co.) 


136 


AMERICA  AND  HER  IMMIGRANTS 


same  kinds  of  food,  wearing  the  same  kinds  of  clothes  and  playing  the 
same  kinds  of  games.  Onr  stories  of  life  in  Italy  and  among  the 
Slavs  in  Europe  has  shown  us  great  differences  between  our  customs 
and  standards  of  living  and  theirs. 

Now,  when  immigrants  come  to  America  to  live,  do  they  take  up 
our  manners  and  customs  of  living? 

You  know  how  miserably  many  of  the  peasants  live  in  Europe. 
They  come  here  to  better  their  conditions.  Does  this  mean  that  they 
move  at  once  into  a clean,  roomy,  comfortable  house — something  like 
so  many  of  us  are  accustomed  to  ? Not  at  all.  The  newer  immigrants 
have  come  here  very  largely  to  save  money.  So  they  rent  the  cheapest 
lodgings  they  can  find.  They  board  themselves  and  their  families  (if 
the  families  have  been  brought  along)  as  economically  as  possible. 
This  means  that  they  must  go  to  the  part  of  town  which  is  most 
dilapidated  and  rickety,  where  the  streets  are  the  poorest,  where  the 
houses  are  the  oldest.  They*  go  not  only  into  the  slum  districts  but 
also  into  the  alleyways  of  rather  modern  sections.  Here  they  use  the 
small  houses,  for  the  rent  of  the  more  pretentious  ones  which  face  the 
street  are  too  high. 

What  happens?  An  immigrant  colony  develops,  sometimes  several 
of  them.  The  old  dilapidated  part  of  the  town  is  taken  over  by  these 
newcomers  and  the  few  English-speaking  families  who  were  living 
there  move  out.  They  consider  it  a disgrace  to  live  among  the  “ for- 
eign ers.”  Frequently,  however,  a few  English-speaking  families  who 
live  in  the  section  of  town  where  immigrants  are  living,  stay  on  there 
just  to  make  money  from  immigrants.  Rarely  are  they  the  kind  of 
people  from  whom  our  newcomers  could  learn  much  about  the  best 
American  ways  of  living. 

Now,  in  some  cases  where  the  foreigners  have  come  into  the  “alley 
houses,  ’ ’ the  families  using  the  houses  on  the  street  soon  feel  that  they 
do  not  want  to  live  so  near  the  newcomers.  They  object  to  the  noises, 
to  the  odor  of  their  cooking,  to  the  crowd  in  general,  and  so  they  move. 
Very  soon  “the  foreigners”  are  left  alone.  Then  the  houses  facing 
the  street  which  were  built  originally  to  house  one  family,  are  remod- 
eled to  accommodate  in  many  cases  as  many  as  five  families.  These  are 
then  rented  to  “the  foreigners”  at  a much  higher  rent  than  English- 
speaking  tenants  would  pay.  Soon  the  neighborhood  is  called  “Little 
Italy”  or  “ Hunkey ville ” or  “Shantytown.”  Is  it  any  wonder  that 
members  of  such  neighborhoods  often  write  to  friends  back  in  Europe, 
“I  have  not  yet  been  able  to  see  America.” 

Do  Immigrants  Become  Acquainted  with  the  Real  America? 

The  isolation  in  one  of  these  quarters  is  really  terrible  to  the  newly- 
arrived  stranger.  Mr.  Grose  spent  months  in  such  quarters  and  writes 


HOW  THE  IMMIGRANTS  LIVE 


137 


a vivid  description  of  them.  Notice  the  way  in  which  immigrants  con- 
gest and  form  colonies  in  the  cities  where  they  settle. 

‘ ‘ A year ’s  residence  in  an  Italian  tenemnent  taught  me  first  of  all 
the  isolation  of  a foreign  quarter;  how  completely  cut  off  one  may  be 
from  everything  that  makes  New  York  New  York.  The  necessities 
of  life  can  be  bought  without  leaving  the  square  that  is  your  home. 
After  a little  it  occasioned  no  surprise  to  meet  grandparents  whose 
own  children  were  born  in  New  York,  who  had  never  crossed  to  the 
east  side  of  the  Bowery,  never  seen  Broadway,  nor  ever  been  south  of 
Houston  Street.  There  was  no  reason  why  they  should  go.  Every 
interest  in  their  life  centered  within  four  blocks.  I went  with  a neigh- 
bor to  St.  Vincent’s  Hospital,  where  her  husband  had  been  taken.  I 
had  to  hold  her  hand  in  the  cars,  she  was  so  terrified.  She  had  lived 
sixteen  years  in  this  ward  and  never  been  on  a street  car  before.  Of 
a family  of  five  sons  and  two  daughters,  besides  the  parents,  in  this 
country  fifteen  years,  none  spoke  English  but  the  youngest,  born  here, 
and  she  indifferently.  Little  Italy  was  all  of  America  they  knew, 
and  of  curiosity  they  had  none. 

“The  house  in  which  we  lived  was  built  for  twenty-eight  families 
and  occupied  by  fifty-six.  One  man  who  had  been  in  the  country 
twenty-eight  years  could  not  speak  or  understand  a word  of  English. 
Nothing  but  compulsion  made  his  children  use  Italian,  and  the  result 
was  pathetic.  The  eldest  child  was  an  enthusiastic  American,  and  the 
two  civilizations  were  always  at  war.  This  boy  knew  more  of  Amer- 
ican history,  its  heroes  and  poetry,  than  anyone  of  his  age  I ever  met. 
This  boy  had  never  been  five  blocks  from  the  house  in  which  we  lived. 
He  removed  his  hat  and  shoes  when  he  went  to  bed  in  winter;  in 
summer  he  took  off  his  coat.  A brother  and  two  sisters  shared  the 
folding  bed  with  him.  His  father  hired  the  three  rooms  and  sublet 
to  a man  with  a wife  and  three  children.  The  women  quarreled  all  the 
time,  but  worked  in  the  same  room,  finishing  trousers  and  earning 
about  forty-five  cents  a day  each. 

“How  do  they  live?  One  widow,  with  three  in  her  own  family, 
took  nine  men  boarders  in  her  three  rooms.  A nephew  and  his  wife 
also  kept  house  there,  the  rent  being  $18  a month.  Another  neighbor, 
whose  family  consisted  of  four  adults  and  two  children,  had  seven 
lodgers  or  boarders  at  one  time.  These  men  owned  mattresses,  rolled 
up  by  day,  spread  on  the  floor  at  night.  One  of  them  had  a bride 
coming  from  Italy.  Two  men  with  their  mattresses  were  ejected  and 
space  made  for  the  ornate  brass  and  green  bedstead.  The  wedding 
was  the  occasion  of  great  rejoicing.  Next  day  the  bride  was  put  to 
work  sewing  ‘pants.’  At  the  end  of  a month  I found  that  she  had  not 
left  those  rooms  from  the  moment  she  entered  them,  and  that  she 
worked,  Sundays  included,  fourteen  hours  a day.  She  was  a mere 
child,  at  that.  The  Italian  woman  is  not  a good  housekeeper,  but  she 


138 


AMERICA  AND  HER  IMMIGRANTS 


is  a homemaker ; she  does  not  fret ; dirt,  disorder,  noise,  company,  never 
disturb  her.  She  must  share  everything  with  those  about  her.  She 
cooks  one  meal  a day  and  that  at  night.  Pot  or  pan  may  be  placed 
in  the  middle  of  the  table  and  each  may  help  himself  from  it,  but  the 
food  is  what  her  husband  wants. 

“Together  they  will  wash  the  dishes  or  he  will  take  the  baby  out. 
The  mother,  who  has  sewed  all  day,  will  wash  till  midnight,  while  the 
husband  sits  dozing,  smoking,  talking.  But  he  hangs  out  the  clothes. 


This  shows  the  way  immigrant  families  live  in  box-cars. 

(From  Breckinridge:  “New  Homes  for  Old,”  by  permission  of  Harper  Bros.) 

They  work  together,  these  Italian  husbands  and  wives.  Their  wants 
are  the  barren  necessaries  of  life;  shelter,  food,  clothing  to  cover 
nakedness.  The  children’s  clothes  are  washed  when  they  go  to  bed. 
Life  is  reduced  to  its  lowest  terms.  They  can  move  as  silently  as  do 
the  Arabs,  and  do  so  in  the  night  watches.  But  they  are  rarely 
penniless ; they  have  a little  fund  always  in  the  bank.  They  put  their 
young  children  in  institutions  from  weaning-time  until  they  are  old 
enough  to  work,  then  bring  them  home  to  swell  the  family  income. 
Recently  a father,  whose  children  had  thus  been  cared  for  by  the 
state,  bought  a three-story  tenement.  This  is  typical  thrift.  There 
was  never  a day  when  all  the  children  of  school  age  were  in  school. 
School  was  a prison  house  to  most  of  them.  There  was  not  room  for 
them,  even  if  they  wanted  to  go.”* 

“Sometimes  when  crowding  is  great,  the  beds,  as  before  stated,  work 
double  shift.  The  foreman  of  a glass  factory  in  western  Pennsylvania 
called  on  a boarding  house,  who  supplied  him  with  laborers,  and  said : 
*1  want  six  men  for  the  day  shift.’  Mike  replied:  ‘Can’t  get  ’em. 

♦Grose,  Howard  B.:  “Aliens  or  Americans?”  pp.  204-207. 


HOW  THE  IMMIGRANTS  LIVE 


139 


Can  get  yon  six  men  for  night  shift.’  ‘Why  can’t  you  give  me  the 
men  for  the  day  turn?’  ‘Well,’  said  the  boarding  boss,  ‘all  my  beds 
are  used  at  night,  but  I have  room  for  six  more  in  the  day.’  In  the 
city  of  Columbus,  Ohio,  a Magyar  was  injured.  The  foreman  advised 
him  to  go  to  the  hospital,  but  he  insisted  upon  going  to  his  boarding 
house.  The  man  Worked  the  night  shift,  and  on  the  second  day  the 
boarding  boss  came  to  the  foreman  and  said,  ‘John  must  go  to  the 
hospital.’  ‘Why?’  asked  the  boss.  ‘Well,’  was  the  reply,  ‘his  work 
was  night  and  sleep  in  the  day,  but  now  he  is  home  night  and  I have 


This  shows  the  kind  of  houses  immigrants  live  in  in  construction  camps. 
(From  Breckinridge:  “New  Homes  for  Old,”  by  permission  of  Harper  Bros.) 

no  place  for  him  to  sleep.’  These,  however,  are  exceptional  cases  and 
are  only  found  in  industrial  centers  when  the  industries  are  flourish- 
ing and  more  men  come  in  than  can  find  boarding  places.  Sometimes 
lack  of  work  drives  men  into  greater  crowding.  When  boarders  flee, 
because  of  an  industrial  slump,  two  families  will  move  into  one  house 
and  thus  save  one  rent.  In  Buffalo  a philanthropically  disposed 
woman,  knowing  of  the  crowding  prevalent  in  AVest  Seneca,  gave  a 
large  house  for  reasonable  rent  to  a foreigner  who  was  above  the 
average  in  intelligence,  with  the  understanding  that  the  number  of 
boarders  was  not  to  exceed  two  to  a room.  At  midwinter  she  was 
informed  that  the  rooms  in  the  house  were  crowded.  She  investigated 
and  found  five  men  in  one  room,  but  estimating  the  total  number  of 
boarders  in  the  house  the  number  per  room  was  just  two.  She  asked 
why  they  did  not  use  all  the  house,  and  the  boarding  boss  replied : 
‘Burn  too  much  coal  to  keep  warm.’  He  had  closed  up  more  than 
half  the  house,  and  the  family  huddled  together  in  a few  rooms  which 
could  be  kept  warm  at  low  cost.  ’ ’* 


•Roberts.  Peter:  “The  New  Immigration,”  pp.  130-131. 


140 


AMERICA  AND  HER  IMMIGRANTS 


Immigrants  Tend  to  Form  Native  Colonies  Within  Our  Cities 

In  our  cities  immigrants  of  the  same  nationality  prefer  to  live 
together.  If  you,  an  American,  went  to  Italy  to  live,  say  in  Florence 
or  Rome,  or  to  some  city  in  Germany  or  Bohemia,  where  would  you 
want  to  live — with  strangers  or  with  your  countrymen,  Americans! 
With  Americans,  of  course, — people  who  live  much  as  you  do. 
That  is  exactly  what  the  Italians,  Bulgars,  Bohemians,  Russians,  He- 
brews, and  other  nationalities  do — they  clique  together.  They  form 
“ Little  Italics”  or  “ Hunkeyvilles. ” 

Roberts  tells  how  733  foreigners  lived  in  one  city  block  in  Chicago 
where  the  native-born  had  gradually  moved  out  as  the  immigrants 
moved  in.  Fourteen  nationalities  were  represented,  but  588  of  them 
were  Serbians  and  Croatians.  Here  are  the  numbers  of  each  nation- 


ality :* 

Serbians 354 

Croatians 204 

Montenegrins  57 

Hebrews 27 

Macedonians 22 

Bulgarians 18 

Irish 14 

Slovenians 8 

Germans  8 

Hungarians 8 

Russians  5 

Roumanians  4 

Lithuanians  3 

French 1 


Total  733 


Here  is  another  example  of  colonization  and  its  consequences: 

“A  colony,  from  the  village  of  Cinisi,  Sicily,  in  the  vicinity  of 
East  Sixty-ninth  Street  and  Avenue  A,  New  York,  may  be  taken  as 
typical.  There  are  more  than  200  families  at  this  point,  and  there 
are  other  groups  from  Cinisi  in  Brooklyn,  Harlem,  and  on  Bleecker 
Street. 

“The  colony  is  held  together  by  the  force  of  custom.  People  do 
exactly  as  they  did  in-  Cinisi,  Sicily.  If  some  one  varies,  he  or  she 
will  be  criticized.  If  many  vary — then  that  will  become  the  custom. 
It  is  by  the  group,  collectively,  that  they  progress.  They  do  not  wish 
the  members  of  the  colony  to  improve  their  economic  conditions  or 
to  withdraw.  If  a woman  is  able  to  buy  a fine  dress,  they  say : 
‘Look  at  that  villana  (serf)  ! In  the  old  country  she  used  to  carry 


• Roberts,  Peter:  “The  New  Immigration.”  p.  ICO. 


HOW  THE  IMMIGRANTS  LIVE 


141 


baskets  of  tomatoes  on  her  head,  and  now  she  carries  a hat  on  it/ 
'Gee!  Look  at  the  daughter  of  so  and  so.  In  Cinisi  she  worked  in 
the  field  and  sunburnt  her  back.  Here  she  dares  to  carry  a parasol/ 

"So  strong  is  this  influence  that  people  hesitate  to  wear  anything 
except  what  was  customary  in  Cinisi.  Everywhere  there  is  fear  of 
being  ‘sparlata’ — talked  badly  of.  A woman  bought  a pair  of  silk 
stockings  and  the  neighbors  talked  so  much  about  her  that  her  hus- 
band ordered  her  to  take  them  off.  ...  To  dress  poorly  is  citi- 
cized  and  to  dress  sportily  is  criticized.  In  this  way  one  had  to  con- 
form or  be  ostracized. 

"A  number  of  families  moved  from  the  central  group  of  Brook- 
lyn. There  they  have  combined  and  rent  a whole  two-story  house. 
They  are  living  better  than  those  in  the  other  groups  and  I often 
hear  the  East  Sixty-ninth  Street  people  say:  ‘Look  at  those  paesani 
in  Brooklyn.  When  they  were  here  they  were  in  financial  straits. 
One  of  them  had  to  flee  from  the  criticism  here.  He  did  not  have  the 
money  to  pay  his  moving  van  and  crowded  all  his  furniture  into  a 
small  one-horse  wagon.  He  even  put  his  wife  on  to  save  carfare.  He 
left  a pile  of  debts  and  now  he  dares  come  around  here  with  a horse 
and  buggy.  ”* 


"Most  of  the  Cinisari  in  the  Sixty-ninth  Street  group  intend  to 
return  to  Sicily.  The  town  of  Cinisi  is  forever  in  their  minds:  ‘I 
wonder  if  I can  get  back  in  time  for  the  next  crop  V ‘I  hope  I can  get 
back  in  time  for  the  f esta.  ’ ‘ I hope  I can  reach  Cinisi  in  time  to.  get  a 
full  stomach  of  Indian  figs/  etc.  They  receive  mail  keeping  them 
informed  as  to  the  most  minute  details,  and  about  all  the  gossip  that 
goes  on  in  Cinisi  in  addition;  they  keep  the  home  town  informed  as 
to  what  is  going  on  here.  They  write  home  of  people  hege  who  have 
transgressed  some  custom : ‘ So-and-so  married  an  American  girl.  The 
American  girls  are  libertines.  The  boy  is  very  disobedient/  ‘So- 
and-so,  who  failed  to  succeed  at  college  in  Palermo,  is  here.  He  has 
married  a stranger  — that  is,  an  Italian  of  another  town.  In  this  way 
they  blacken  a man’s  name  in  Cinisi,  so  that  a bad  reputation  awaits 
him  on  his  return. 

"The  reputation  given  them  in  Cinisi  by  report  from  here  means 
much  to  them,  because  they  expect  to  return.  Whole  families  have 
the  date  fixed.  Those  who  express  openly  their  intention  of  remaining 
here  are  the  young  Americanized  men/’t 


When  you  hear  of  the  "slums”  of  our  great  cities,  you  will  remem- 
ber the  crowded  conditions  of  these  immigrant  neighborhoods.  They 


•Park  & Miller:  “Old  World  Traits  Transplanted,”  pp.  147-148. 
tPark  & Miller:  “Old  World  Traits  Transplanted,”  pp.  150-151. 


142 


AMERICA  AND  HER  IMMIGRANTS 


make  “the  slum/’  and  there  they  live  until  the  family  has  enough 
money  to  move  out.  This  usually  happens  when  the  children  of  these 
newly  arrived  grow  up.  When  all  the  family  is  working,  and  they 
have  learned  to  do  more  skilled  work,  we  see  our  foreigners  seeking 
small  farms  in  the  country,  establishing  independent  stores  in  small ei 
towns  further  west  or  working  as  mechanics  and  living  in  somewhat 
better  sections  of  the  large  Eastern  centers.  As  long  as  each  vear 
brings  us  new  immigrants  we  shall  have  unskilled  workers,  and  our 
slums  will  have  applicants  who  will  wish  to  rent  the  wornout  houses. 
So  long,  too,  we  shall  continue  to  have  little  foreign  colonies  right  in 
the  midst  of  America. 

Do  you  think  it  is  bad  for  America  that  our  foreigners  make  their 
homes  in  sections  of  the  community  away  from  English-speaking  citi- 
zens ? Why  ? 

Why  do  you  think  it  is  bad  for  America  that  these  foreigners  live 
under  such  crowded  conditions?  Write  your  reasons  in  your  note- 
book. 

Do  Immigrant  Workers  Earn  Enough  to  Live  as  Comfortably  as 
Native  Americans  Do? 

How  much  money  each  year  do  you  think  would  be  necessary  for  a 
family  of  five  persons  to  live  comfortably?  $500,  $1000,  $1500?  It 
is  very  difficult  to  say,  for  no  two  people  mean  the  same  thing  when 
they  say  “live  comfortably.”  Many  people  who  have  given  thought 
to  the ‘matter  have  carefully  estimated  the  very  lowest  amount  that 
would  be  needed  for  a bare  living  wage  (and  that  doesn’t  mean  real 
comfort)  for  a family  of  five.  They  agreed  that  a family  of  five  must 
have  an  income  of  $700  a year.  Those  figures  were  for  the  year  1910, 
when  prices  were  about  half  what  they  are  now. 

The  next  table  gives  the  annual  earnings  of  men  workers  in  six 
industries.  They  happen  to  be  the  ones  in  which  the  majority  of 
employees  are  immigrants.  Compare  the  annual  incomes  with  the 
“minimum”  living  wage  to  which  we  have  just  referred.” 

Yearly  earnings 


Industry  of  man 

1.  Bituminous  coal  mining $443 

2.  Clothing  manufacturing 513 

3.  Cotton  goods  manufacturing 431 

4.  Iron  and  steel  manufacturing 346 

5.  Meat  packing 557 

6.  Oil  refining 591 


From  table  quoted  by  Fairchild,  H.  P. : “Immigration,”  p.  259;  from  Re- 
port of  Immigration  Commission,  “Immigration  in  Manufacturing  and  Mining,” 
Abstract,  figures  for  1907-1910. 


HOW  THE  IMMIGRANTS  LIVE 


143 


Write  a statement  in  your  notebook  in  which  you  give  the  conclusion 
that  you  would  draw  from  the  table  and  what  was  said  about  minimum 
wages. 

TEST 

Check  the  statements  that  best  describe  how  the  immigrant  lives  in 
America. 

1.  With  less  than  two  people  to  a room. 

2.  They  live  in  attractive  houses. 

3.  They  colonize  in  accordance  with  native  towns  and  families. 

4.  They  have  plenty  to  eat. 

5.  They  tend  to  be  isolated  from  the  real  America. 

6.  They  are  rarely  penniless. 

7.  The  children  are  well  cared  for. 

8.  They  take  boarders  and  lodgers. 

9.  They  wear  good  clothing. 

10.  Many  of  them  are  here  without  families. 

In  your  notebook  make  a list  of  ways  in  which  conditions  under 
which  immigrants  live  should  be  improved.  State  how  these  improve- 
ments could  be  made.  After  the  next  unit  on  ‘‘Making  Americans’ ’ 
revise  your  proposed  methods  for  improving  living,  conditions  of  immi- 
grants. 


XXIII.  HOW  WE  ARE  TEACHING  THE  IMMIGRANTS 
ABOUT  AMERICA 


To  the  Teacher : This  unit  is  purposely 
brief  because  it  is  the  main  theme  of  the 
work  in  the  ninth  grade.  It  is  to  be  given 
in  the  seventh  as  one  day’s  work.  The 
purpose  is  to  teach  that  the  immigration 
question  includes  much  more  than  the 
mere  coming  to  America  and  the  condi- 
tions under  which  immigrants  live  and 
work.  Our  principal  population  problem 
today  is  to  make  a unified  people  out  of 
divers  races,  nationalities  and  provincial- 
isms. 

You  have  been  studying  about  America  and  its  immigrants  for 
several  weeks.  Very  soon  you  will  be  asked  to  summarize  what  you 
think  are  the  important  points  in  this  pamphlet.  To  do  this  you  will 
need  to  review  your  summaries  and  the  notes  that  you  have  taken  on 
previous  lessons.  What  do  you  think  are  the  chief  points  brought  out 
in  these  lessons  about  our  immigrants?  See  if  you  can  find  out  by 
studying  the  list  that  follows.  Some  of  the  statements  refer  to  points 
that  we  have  discussed,  others  are  new  topics.  After  you  have  read 
this  list  carefully , place  a check  mark  before  each  one  that  you  have 
studied,  and  a 1 before  the  three  you  think  are  the  most  important. 
Tell  briefly  why  you  think  the  three  that  you  checked  are  the  most 
important. 

^1.  What  wages  do  immigrants  receive  in  America? 

2.  Where  do  immigrants  live  in  the  United  States? 

3.  How  foreigners  are  received  in  other  immigrant  countries. 

4.  How  many  employers  and  their  foremen  treat  immigrants 

who  work  for  them. 

5.  What  peoples  make  up  the  American  people  today? 

6.  Congestion  of  immigrants  in  the  cities. 

7.  How  immigrants  are  becoming  farmers  today. 

8.  The  experiences  of  the  immigrant  in  the  steerage. 

9.  Where  the  first  Americans  came  from? 

10.  How  the  foreigner  is  taught  our  language. 

11.  What  the  work  of  the  immigrant  is  in  America. 

12.  How  the  foreigners  learn  about  our  government. 

13.  How  the  United  States  got  its  freedom  from  England. 

14.  What  the  foreigner  does  for  a living  in  his  native  country. 

15.  How  the  immigrant  becomes  an  American  citizen. 

16.  What  clubs  and  societies  he  belongs  to. 

17.  What  the  native  American  thinks  of  the  immigrant. 

18.  How  the  foreigner  gets  work  in  America. 


AMERICANIZATION  OP  IMMIGRANTS 


145 


Now  the  topics  that  you  have  checked  are  not  the  only  phases  of 
the  problem  of  immigration  that  Americans  have  to  think  about  today. 
Do  you  remember  the  cartoon  illustrating  the  three  per  cent  law? 
Why  does  our  government  permit  only  three  per  cent  of  any  nation- 
ality now  living  in  the  United  States  to  come  into  this  country?  You 
have  learned  that  over  33,000,000  foreigners  have  come  to  America  in 
the  last  hundred  years.  That  number  is  equal  to  the  population  of  six 
•cities  the  size  of  our  largest  city,  New  York.  It  is  also  about  equal  to 
the  entire  population  of  Italy  today.  We  also  have  told  you  that 
15,000,000  people  now  in  America  were  not  born  here.  That  means 
that  if  the  people  of  this  country  were  evenly  distributed  throughout 
the  United  States,  then  one  person  in  every  seven  that  you  meet  would 
be  foreign  born. 

But  you  know  that  the  people,  particularly  the  immigrants,  are  not 
•evenly  distributed  in  America.  About  what  per  cent  of  them  are  living 
in  northeastern  United  States?  (Review  Fig.  21.)  Remember  this 
region  is  only  18  per  cent  of  the  area  of  the  United  States.  Can  you 
name  any  cities  where  more  than  half  of  the  people  are  foreigners? 
What  happens  when  thousands  of  foreigners  congest  in  these  manu- 
facturing cities  of  northeastern  United  States? 

You  have  read  little  stories  that  tell  how  the  immigrant  finds 
work,  the  conditions  under  which  thousands  of  them  have  to  live  and 
work,  and  how  many  are  cheated  and  robbed  because  they  are  ignorant 
of  our  language  and  because  they  are  not  familiar  with  American  ways 
■of  living. 

This  leads  us  to  the  great  question  of  how  to  Americanize  these  new 
“foreigners.”  If  one  person  in  every  seven  in  our  population  is  for- 
eign born,  it  means  that  we  have  a tremendous  task  ahead  to  help  these 
people  to  learn  our  customs  and  ways  of  living  so  that  they  can  become 
like  native  Americans.  Why  is  this  a difficult  task? 

Until  a few  years  ago  the  people  of  the  United  States  were  not 
alarmed  about  immigration  because  most  of  the  foreigners  who  came 
here  were  from  north  European  countries.  Which  are  the  three  chief 
•countries  of  northern  Europe  from  which  large  numbers  of  immigrants 
have  come  to  America  ? 

The  customs  and  habits  of  living  of  these  people  were  much  like 
ours ; one  group  could  speak  our  language  and  the  other  two  learned 
it  in  a relatively  short  time,  because  they  intermingled  with  the 
natives.  They  were  also  acquainted  somewhat  with  our  ideals  and 
methods  of  government.  Hence,  they  early  became  naturalized  citi- 
zens; that  is,  the  United  States  Government  made  them  citizens  after 
they  promised  to  support  our  government.  They  became  voters  and 
under  our  laws  were  eligible  to  hold  any  of  our  elective  offices,  except 
that  of  President.  Our  Constitution  says  that  only  native  Americans 
jshall  be  eligible  for  that  position.  There  is  hardly  an  American  com- 


146 


AMERICA  AND  HER  IMMIGRANTS 


nvunity  today  where  many  of  the  best  citizens  are  not  these  immigrant 
people.  Many  of  them  hold  important  offices.  Some  are  mayors  in 
our  cities.  Others  are  representatives  in  state  legislatures,  or  even  in 
our  national  Congress. 

But  the  new  immigrants  (they  come  chiefly  from  what  three  coun- 
tries?) seem  to  lack  these  qualities;  at  least  they  are  so  distributed  in 
this  country  that  it  is  very  difficult  to  Americanize  them.  We  want 
you  to  read  these  little  stories  that  come  next  very  carefully.  They 
are  placed  at  the  end  of  this  pamphlet  to  emphasize  the  fact  that 
“What  America  shall  do  with  its  immigrants”  is  a much  more  impor- 
tant question  than  those  we  have  discussed  up  to  this  point, — such  as : 
Who  are  Americans,  where  do  they  come  from,  how  do  they  live  at 
home,  how  do  they  get  here,  how  do  they  find  work,  what  work  do  they 
engage  in,  and  under  what  conditions  do  they  work  and  live  in 
America. 

After  you  read  these  stories,  mark  with  a cross  (X)  those  that 
you  think  are  ways  that  should  be  used  to  help  the  15,000,000  for- 
eign born  learn  our  language  and  adopt  our  methods  of  living,  which 
would  help  most  to  make  them  good  American  citizens. 

An  Example  of  Naturalization 

(1)  “I  know  one  Christian  patriot  who  has  taken  the  foreigner 
by  the  hand  and  led  him  to  an  intelligent  conception  of  the  duties 
and  obligations  of  citizenship.  He  had  a room,  on  the  walls  of  which 
were  the  pictures  of  the  leading  statesmen  of  America,  arranged 
chronologically,  and  he  took  pains  to  tell  his  foreign-born  friends 
something  about  them.  The  aliens  soon  came  to  know  these  faces, 
to  learn  something  of  their  services  and  their  character  and  feel  that 
they  were  their  friends.  He  had  a map  of  the  United  States,  and  he 
told  the  foreigners  where  these  men  fought  battles,  some  of  which 
they  won  and  others  they  lost,  but  through  the  ordeal  of  blood  rose  a 
nation  that  stands  in  the  van  of  the  nations  of  the  earth.  He  told 
them  how  the  nation’s  territory  extended  from  sea  to  sea,  and  which 
of  these  faces  on  the  wall  had  to  do  with  the  expansion ; he  told  them 
how  the  railroads  came  and  how  the  wealth  of  farm  and  factory, 
mine  and  mill  increased,  so  that  today  America  is  the  richest  nation 
on  the  earth;  he  took  them  to  the  court  house;  he  brought  the  chief 
of  police  and  the  mayor,  the  district  attorney  and  the  judge  to  talk 
to  them,  so  that  they  knew  how  the  city  was  governed  and  how,  link 
within  link,  the  municipality,  the  county,  the  state,  and  the  nation 
make  one  great  whole.  Those  foreigners  went  for  their  examination 
and  passed,  and  the  judge  said  it  was  the  most  satisfactory  examina- 
tion he  ever  conducted.”* 


♦Roberts.  Peter:  “The  New  Immigration,”  p.  258.  The  Macmillan  Co. 


AMERICANIZATION  OF  IMMIGRANTS 


147 


"WHY  SOME  IMMIGRANTS  DO  NOT  WISH  TO  BECOME  LIKE  AMERICANS 

(2)  A foreign-born  laborer  living  in  Ohio,  without  any  evident 
-attempt  to  be  gay,  writes:  “We  have  here  too  many  Americans.  I 
worked  in  other  places,  and  have  seen  only  a few  of  them,  but  here 
wherever  you  go  you  see  Americans,  and  they  look  upon  you  as  if  you 
were  a low  thing  and  they  were  great  men.  I hate  them!” 

Another  of  these  immigrants  who  hates  his  adopted  country  says : 
“The  Americans  are  a bad  people.  You  speak  to  them  the  plainest 
Russian  language,  and  you  even  add  a word  or  two  of  English  for 
their  benefit,  and  still  they  do  not  understand  a thing.  ’ ’* 


THE  EDUCATION  OF  IMMIGRANTS 

(3)  “This  is  one  instance  out  of  many.  In  a steel  plant  in  Ohio 
some  hundreds  of  Magyars  have  worked  for  some  years.  When  first 
they  came,  they  were  undesirable  in  many  ways,  but  the  superin- 
tendent felt  that  it  was  his  privilege  to  give  these  men  something  more 
than  the  market  wage.  He  entered  into  their  life,  became  a member  of 
their  lodge,  advised  them  as  to  their  investments,  put  his  name  down 
as  a charter  member  of  their  church,  loaned  them  money  at  a nominal 
interest,  built  them  a hall,  called  experts  in  to  plan  amusements,  edu- 
cational work,  and  lectures.  This  sympathetic  and  intelligent  agency 
has  been  at  work  for  some  years,  and  the  following  is  the  manager’s 
testimony:  ‘After  twelve  years’  experience  our  works  have  gathered 
together  a splendid  force  of  men.  We  started  with  a small  reacting 
room,  had  competent  instructors  in  English,  and  found  it  necessary 
to  build  a larger  building.  Through  your  excellent  work  they  (Mag- 
yars) have  succeeded  in  building  two  churches,  have  a number  of  ben- 
eficial societies,  and  I want  to  say  to  you  that  they  are  better  citizens 
and  better  workmen.  I can  only  add,  if  it  could  be  made  possible  for 
every  large  factory  or  large  concern  employing  this  class  of  labor  to 
see  the  splendid  results  which  we  have  obtained,  I feel  sure  that  they 
would  not  hesitate  to  put  forth  every  effort  to  extend  the  work.  While 
we  have  expended  quite  a large  amount  in  this  line,  we  find  that  it  is 
one  of  the  best  assets  we  have.’  ”f 


WHAT  A REAL  ESTATE  COMPANY  DID 

“An  ignorant  Slavonian  living  in  the  State  of  Washington  got  a 
letter  from  a fraudulent  land  company  offering  to  sell  him  a fine  city 
lot  in  San  Francisco  for  $27.50.  The  letter  told  him  that  the  company 
was  willing  to  sell  this  fine  piece  of  property  in  the  heart  of  a fine 
residential  district  because  the  Slavonian  was  influential  with  his 

♦Park,  R.  E.,  and  Millor.  H.  A.:  “Old  World  Traits  Transplanted,”  pp.  23-24. 
Harper  & Brothers. 

tRoberts.  P.:  Op.  eit..  pp.  107-108. 


148 


AMERICA  AND  HER  IMMIGRANTS 


people  and  it  would  help  advertise  the  lots  of  the  company  to  other 
of  his  countrymen.  The  immigrant  sent  the  $27.50,  but  later  got 
suspicious  and  wrote  to  the  California  Commission.  The  complaint  of 
this  individual  was  turned  over  to  the  Bureau  for  an  investigation. 
It  was  found  that  the  company  had  sold  several  hundred  of  these 
‘fine’  lots — over  a hundred  had  been  disposed  of  to  ignorant  immi- 
grants. Prices  received  for  them  varied  from  $27.50  to  $250.00.  The 
agents  of  the  Commission  got  the  manager  of  the  company  to  send 
them  similar  letters  through  the  mails.  When  they  found  that  “the 
fine  lots”  were  part  of  an  unsurveyed  tract  two  hours  distant  from 
San  Francisco,  the  Bureau  turned  the  case  over  to  the  United  States 
Post  Office  authorities,  who  proceeded  to  prosecute  the  land  company 
for  using  the  United  States  mails  to  defraud.”* 


THE  NORTH  AMERICAN  CIVIC  LEAGUE 

‘ ‘ Typical  of  such  agencies  is  the  work  of  the  North  American  Civic 
League  for  Immigrants.  This  organization  meets  the  immigrants  at 
the  docks,  and  assists  them  in  finding  friends  and  in  getting  to  their 
destination.  The  following  are  examples  of  the  League’s  service: 

A.  “Feb.  3,  1910,  Miss  Forburg,  representing  an  allied  society, 
called  the  attention  of  the  League  secretary  to  an  apparently  friend- 
less party  of  eight  Jewish  women  ranging  in  age  from  eight  to  eighty 
years^.  Using  French  as  a medium,  the  secretary  secured  such  infor- 
mation as  he  required  in  order  to  get  in  touch  with  alleged  relatives. 
Then  the  group  was  taken  to  the  Immigrants’  Home  and  cared  for 
there  until  10  :30  P.  M.,  at  which  time  the  secretary,  having  made  an 
inquiry  and  satisfied  himself  as  to  their  status,  was  able  to  turn  them 
over  to  their  friends.” 

B.  “An  Italian  reported  to  the  League  representative  that  he- 
had  lost  the  card  which  contained  the  address  of  his  friends.  The 
secretary  immediately  telegraphed  the  Ellis  Island  officials  for  the 
record  jotted  down  before  A was  released  from  government  surveil- 
lance. A prompt  response  supplied  the  necessary  information.  A. 
was  taken  across  the  city  and  put  on  the  train  which  would  take  him 
to  his  destination.”! 


WHAT  AMERICANS  THINK  OF  AND  KNOW  ABOUT  IMMIGRANTS* 

“All  Americans  do  not  treat  the  foreigners  alike,  but  almost  all 
despise  him  for  his  economic  standing  and  his  apparent  stupidity. 
While  standing  on  the  corner  of  one  of  the  streets  of  Norwich,  Conn.,- 
swept  clean  by  half  a dozen  Italians,  I remarked  to  a native-born' 

♦One  of  the  cases  reported  by  the  California  Commission  on  Immigration! 
and  Housing. 

tNorth  American  Civic  League  Annual  Report,  1909-1910,  pp.  11  and  17. 


AMERICANIZATION  OF  IMMIGRANTS 


149 


gentleman  who  stood  near  me,  ‘These  foreigners  do  good  work/  ‘Yes/ 
was  his  reply,  ‘and  they  do  it  cheap.’  I asked,  ‘What  do  they  earn?’ 
‘They  get  $1.25  ( ?)  a day,’  he  said;  ‘no  white  man  would  do  it  for 
that — Yanks  want  more.’  ” 

“The  contempt  felt  by  Americans  for  the  foreigner  has  intensified 
the  menace  to  wage  earners.  They  have  despised  the  newcomer  and 
kept  aloof  from  him.  The  foreigners  from  southeastern  Europe,  being 
left  to  themselves,  have  known  nothing  better  than  the  standards  they 
brought  with  them  from  the  fatherland.  If  the  door  of  friendly  fellow- 
ship between  them  and  the  native-born  workman  were  kept  open,  the- 
higher  standards  would  sooner  affect  the  immigrants.  Isolation  is 
stagnation.  No  greater  curse  can  happen  to  a foreign  colony  than  to 
be  left  ‘ dead  alone.  ’ If  these  men  and  women  see  nothing  better  than 
they  brought  with  them  from  Europe,  how  can  they  rise  to  higher 
standards  ? ’ ’ 

“It  is  surprising  how  ignorant  the  average  community  is  of  the 
foreign  colony  in  its  neighborhood.  A gentleman  who  was  much  inter- 
ested in  his  town,  when  asked,  ‘ How  many  Lithuanians  have  you  here  ? ’ 
looked  stupid  and  said,  ‘What  did  you  say?’  I repeated  the  question 
and  he  said,  ‘Never  heard  of  that  people,’  and  yet  there  were  3000 
of  them  in  the  city.  When  a business  man  in  another  town  was  asked, 

‘ How  many  Poles  have  you  in  this  town  ? ’ he  said,  ‘ I ’m  not  sure ; the 
electric  people  have  a couple  of  hundred,  and  a new  company  is  put- 
ting some  down.’  I said,  ‘I  don’t  mean  poles;  but  Polish  people.’ 
‘Oh,  I don’t  know;  they’re  no  good.’  ”* 


THE  YOUNG  MEN’S  CHRISTIAN  ASSOCIATION 

“The  following  instance  is  typical  of  the  service  rendered  by 
secretaries  to  men  of  the  new  immigration.  Michael  Wisnienski,  a 
Pole,  came  to  Pittsburgh.  He  presented  his  card,  printed  in  Polish,  at 
the  association  building,  and  the  immigration  secretary  gave  him  atten- 
tion. He  helped  him  to  find  his  friends  and,  in  two  days,  was  able  to 
find  him  a job  in  one  of  the  mills.  He  was  then  put  into  a class  for 
the  study  of  English,  which  was  located  nearest  the  place  where  he 
lived.  The  man  was  thus  tied  up  to  friends  whom  he  could  trust,  and 
to  these  he  came  in  all  his  difficulties.  He  wanted  to  send  money  to 
the  homeland,  write  letters  to  his  family,  and  ask  advice  about  his 
work  and  various  other  topics,  and  the  service  was  freely  given.”! 

WHAT  SOME  EMPLOYERS  SAY  ABOUT  EDUCATION 

“When  an  operator  was  approached  upon  the  matter  of  education 
for  his  foreigu-speaking  employees,  so  that  they  might  be  brought  un- 


•Roberts,  P.:  Op  cit.,  pp.  292,  295  and  308-309. 
tRoberts,  P.:  Op.  cit.,  pp.  313-314. 


150 


AMERICA  AND  HER  IMMIGRANTS 


der  the  influence  of  American  ideas  and  customs,  he  said,  ‘We  make 
steel  here.’  Another  employer  met  these  advances  by  saying,  ‘We 
don ’t  conduct  a school  here ; it  is  a manufacturing  plant.  ’ ’ ’* 


LABOR  ORGANIZATIONS 

4 ‘In  the  iron  ore  district  in  Michigan,  the  Finns  have  organized 
many  clubs  which  are  nothing  more  than  an  outcome  of  defeated  efforts 
in  organization  along  trade  union  lines.  These  Finnish  clubs  are 
earnest  efforts  to  bring  about  better  industrial  conditions  by  legisla- 
tion, but  their  activity  is  almost  wholly  confined  to  local  political 
action.  They  serve,  however,  as  social  centers  where  the  people  meet 
for  the  public  discussion  of  economic  and  political  questions.”! 


THE  WORK  OF  LIBRARIES 

Mr.  Daniels  in  his  investigation  of  what  American  communities 
were  doing  to  help  the  foreigners  become  Americans,  visited  one  city 
where  the  majority  of  people  were  foreigners.  He  found  some  immi- 
grant groups  making  efforts  to  learn  our  language  and  to  improve 
themselves  by  reading.  One  nationality  had  started  a library  of  its 
own  because  the  public  library  had  ignored  their  needs.  This  is  what 
Mr.  Daniels  says  of  that  library:  ‘The  librarian  of  the  public  library 
seems  more  interested  in  arranging  his  books  than  in  reaching  the 
Finns.  He  said  he  had  about  a hundred  Finnish  books.  He  did  not 
know  that  the  Finns  had  two  good  sized  libraries  of  their  own. ’ ’ ’$ 


THE  ATTITUDE  OF  SOME  EMPLOYERS  TOWARD  THE  FOREIGNER 

“Industrial  America  has  many  model  foremen  and  they  speak 
highly  of  the  foreigners.  Many  instances  of  such  men  have  been 
given  in  the  previous  pages.  Here  is  one  more : This  man  had  a gang 
of  Italians,  whom  he  treated  kindly  and  justly  and  got  good  work 
from  the  men.  Every  morning  they  took  off  their  hats  to  him  and 
cheerfully  began  the  day’s  work;  at  evening  they  did  not  forget  to 
say  ‘good-bye.’  There  were  no  oaths,  no  driving,  but  encouraging 
words  and  personal  example,  if  need  be,  so  that  the  foreigner  may 
know  how  to  do  the  work  aright.  The  job  was  finished,  and  the 
whole  gang  came  to  the  boss  and  said  through  the  leader,  ‘Won’t  you 
take  us  with  you  to  work ; we  like  to  work  for  you.  ’ ’ 

“In  Rockland  County,  N.  Y.,  a foundry,  employing  from  eighty 
to  ninety  Poles,  is  the  economic  basis  of  a flourishing  town.  Some 
of  the  company  owning  that  plant  live  on  the  field,  and  they  are 
interested  in  the  well-being  of  the  workmen.  The  houses  where  the 

♦Roberts,  P.:  Op  cit.,  p.  107. 

tRoberts,  P. : Op.  cit.,  pp.  194-195. 

tDaniels,  J.:  “America  Via  the  Neighborhood.”  pp.  76-77.  Harper  & Bros. 


AMERICANIZATION  OF  IMMIGRANTS 


151 


men  live  are  kept  in  repair,  each  family  has  a garden,  and  the  super- 
intendent gives  several  small  prizes  every  year  to  the  family  having 
the  best  garden,  or  the  best  yard,  or  the  best  flowers.  It  does  not 
cost  much,  but  its  effect  is  wonderful.  One  of  the  families  put  up  a 
library  in  memory  of  a son  who  died  on  the  threshold  of  manhood — a 
neat,  clean,  well-furnished  building.  Too  good  for  the  foreigners? 
No,  the  company  does  not  think  so,  for  the  foreigners  use  it.  The 
Poles  come  there  to  read,  to  wash,  to  amuse  themselves,  to  learn  Eng- 
lish and  something  of  American  ideals,  customs  and  institutions.  I 
was  invited  to  address  this  body  of  men,  and  seventy  came  together — 
a finer  group  of  workingmen  could  not  be  found  anywhere.  They 
were  clean,  decently  dressed,  clear-skinned,  and  all  in  the  pink  of 
condition.  In  that  meeting  also  were  the  superintendent  of  the  shop 
and  one  of  the  chief  stockholders  of  the  company.  As  the  men  filed 
out,  they  respectfully  bowed  to  these  men,  and  their  greeting  was  re- 
turned with  a pleasant  smile.  After  the  meeting  we  spoke  to  these 
men,  who  showed  their  faith  in  and  appreciation  of  the  foreigners  in 
such  terms  as  ‘Fine  fellows,’  ‘We  have  no  trouble.’  ‘We  like  the  Poles 
very  much.’  ‘They  appreciate  all  we  do  and  they  deserve  it.’  ”* 


OUR  GOVERNMENT  AND  THE  IMMIGRANT 

WHAT  ONE  STATE  IS  DOING  FOR  THE  IMMIGRANT 

About  eight  years  ago  the  State  of  California  organized  a Commis- 
sion on  Immigration  and  Housing.  This  commission  was  authorized  to 
help  the  immigrant  to  find  a place  for  himself  and  family  in  the 
state,  to  improve  housing  conditions  of  the  foreign-born,  to  protect 
him  against  fraud  and  dishonesty,  and  to  help  him  find  employment. 
Soon  after  its  organization  the  commission  published  the  following 
bulletin  in  twelve  different  languages.  It  was  posted  in  the  foreign 
quarters  of  each  community  in  the  state.  This  is  what  it  said: 

TO  IMMIGRANTS 

“The  State  of  California  Commission  of  Immigra- 
tion and  Housing  is  created  to  protect  and  aid  immi- 
grants in  California. 

Immigrants  who  feel  that  they  have  been  wronged 
or  defrauded  or  who  wish  information,  are  asked  to  come 
in  person  or  write  to  the  office  of  the  State  Commis- 
sion, Underwood  Building,  525  Market  Street,  San  Fran- 
cisco. The  Commission  will  furnish  information  and  will 
aid  all  in  obtaining  justice.  We  speak  and  write  all 
languages.”! 

♦Roberts,  P.:  Op.  cit.,  pp.  286  and  119-120. 

tCalifornia  Immigration  and  Housing  Commission  First  Annual  Report, 
p.  53. 


152 


AMERICA  AND  HER  IMMIGRANTS 


WHAT  ONE  CITY  DID  TO  ASSIMILATE  THE  FOREIGN  IMMIGRANTS 

“Detroit  has  had  a marvelous  growth  in  population  due  to  the 
development  of  the  automobile  industry  in  that  city. 

Population 

400.000  in  1910 

700.000  in  1915 

“What  startled  the  leaders  in  this  city,  however,  was  a survey  in 
1915  which  showed  that  75  per  cent  of  the  total  population  was  for- 
eign born,  or  of  foreign  parentage.  Moreover,  it  showed  that  a large 
proportion  of  the  population  was  foreign  speaking. 

“The  Board  of  Education,  the  Chamber  of  Commerce,  and  the 
Employers’  Association  conferred  on  the  problem  and  decided  on  a 
campaign  to  make  Detroit  an  English  speaking  city. 

SOME  OF  THE  METHODS  DETROIT  USED  IN  THIS  CAMPAIGN 

1.  The  Board  of  Education. 

a.  Doubled  the  appropriation  for  evening  schools. 

b.  Initiated  a month ’s  campaign  to  flood  the  night  schools  open- 

ing September  13th. 

c.  Secured  the  cooperation  of  every  possible  civic  and  social 

agency  in  the  city. 

d.  Gave  to  the  pupils  in  the  day  schools  a card,  “Do  your  father 

and  mother  speak  English  ? Take  this  card  home ; it  will 
tell  you  where  to  go  to  learn.”  Inside  was  a list  of  night 
schools.* 


ONE  VIEW  OF  AN  IMMIGRANT  TOWN 

‘ ‘ Three  years  ago  a town  of  2500  souls  in  western  Pennsylvania  was 
as  hopeless  a place  as  any  ever  populated  by  ‘Hunkies.’  When  the 
man  in  control  of,  affairs  was  asked  for  the  use  of  the  schoolhouse,  he 
turned  and  said : ‘ What ’s  the  use — you  can  do  nothing  with  that  kind 
of  people ; the  only  thing  for  them  is  a club.  ’ When  the  truant  officer 
was  consulted  as  to  the  possibility  of  doing  anything  for  the  people, 
he  said:  ‘Hunkeyville  is  drunk  half  the  time.’  Every  English- 
speaking  man  who  had  anything  to  do  with  the  community  regarded 
the  foreigners  as  a lost  hope.  They  saw  no  goodness  in  them;  they 
were  despised,  they  were  consigned  to  the  devil.  ’ ’f 


IMMIGRANT  NATIONAL  SOCIETIES 

‘ ‘ The  Slovak  National  Society,  as  described  by  P.  V.  Rovnianeck, 
is  typical  of  the  purpose  of  each  one  of  the  others.  ‘It  is  primarily  a 

♦Adapted  from  California  Immigration  and  Housing  Commission;  Second 
Report,  p.  128. 

tRoberts.  P.:  Op.  cit.,  p.  154. 


AMERICANIZATION  OF  IMMIGRANTS 


153 


beneficial  organization,  but  it  keeps  the  Slav  spirit  alive  among  the 
immigrants.  It  is  always  the  first  to  contribute  to  Slovak  national 
purposes.  It  has  come  to  the  rescue  of  Slavs  in  Hungary,  who  are  per- 
secuted by  the  government,  . . . providing  the  money  for  the 
defense  at  their  trials,  and  in  cases  where  they  are  convicted  and 
imprisoned,  supporting  their  families  until  released/  ”* 


THE  WORK  OF  PUBLIC  LIBRARIES 

- “In  Detroit,  in  the  public  library,  there  is  a bright  Polish  young 
lady  in  charge  of  the  department  of  foreign  literature.  She  told  me 
that  they  had  twenty  thousand  volumes  in  Polish,  Italian,  Yiddish, 
French  and  German.  These  foreign  books  were  distributed  in  various 
factories  where  foreigners  worked,  in  order  to  cultivate  their  taste  for 
reading.  The  books  were  chosen  with  great  care  and  had  a special 
relation  to  United  States  history,  biography,  and  government.”! 


EDUCATING  ADULT  IMMIGRANTS 

“In  a New  England  town,  a Hungarian,  six  feet  tall  and  weighing 
200  pounds,  was  put  in  a combination  desk,  suited  for  a child  of  twelve 
years,  and  the  first  primer  given  him  to  read.  When  a friend  of  mine 
visited  that  school,  he  saw  the  son  of  Hungary  bending  over  his 
lesson,  with  his  finger  on  the  sentence,  1 Sophia  had  a little  doll.’  ”% 


In  a Cleveland  evening  school  which  was  inspected  by  officers  of 
the  Cleveland  Survey,  fourteen  immigrant  men  in  a reading  lesson 
were  engaged  in  reading  this  passage: 

“Oh,  baby,  dear  baby, 

Whatever  you  do, 

You  are  the  King  of  the  Home, 

And  we  all  bend  to  you.”§ 


WHO  THE  FOREIGNER  VOTES  FOR  AND  WHY 

“The  foreigner  needs  a helping  hand  to  become  an  intelligent  voter. 
Friendship  and  sympathy  will  do  much,  but  they  will  not  take  the 
place  of  instruction.  If  this  man  is  to  make  the  best  of  hife  opportunity 
and  become  one  of  the  rulers  of  this  nation,  he  must  be  taught  how 
to  rule.  When  the  wife  of  a professor  in  New  Haven  asked  her 
Mothers’  Club  (of  Immigrant  Women)  how  their  husbands  voted,  the 

♦Roberts,  P. : Op.  cit.,  p.  196. 

tRoberts,  P. : Op.  cit.,  p.  289. 

JRoberts,  P.:  Op.  cit.,  p.  282.  (Italics  in  the  episode  ours.) 

SMiller,  H.  A.:  “The  School  and  the  Immigrant,’’  p.  94.  Survey  Committee 
of  the  Cleveland  Foundation. 


- 154 


AMERICA  AND  HER  IMMIGRANTS 


women  smiled.  When  she  urged  the  wives  to  answer,  they  said, 
‘For  the  man  who  found  them  a job  and  gave  them  a drink.’  Another 
foreigner’s  wife  said  that  her  husband  voted  ‘for  the  man  who  paid 
for  the  vote.’  It  was  the  professional  politician  who  was  next  to  this 
man  to  see  that  he  voted  right.  And  why  not?  Was  not  the  politician 
his  friend?  Yes,  he  found  him  work  and  gave  him  help  when  in 
trouble ; he  got  him  legal  advice  and  got  his  wife  into  the  hospital,  he 
stood  the  treats  and  saw  that  his  children  were  returned  to  school, 
he  got  help  for  them  from  the  charities  fund,  and  the  widow  he  helped 
to  a means  of  subsistence;  when  the  boy  was  arrested,  he  was  the  man 
that  advanced  the  bail  and  got  him  off  ‘easy’;  this  politician  is  the 
foreigner’s  friend  and  counselor,  and  it  would  be  mean  not  to  vote 
for  him.”* 


IMMIGRANT  CLUBS 

“A  gentleman  in  New  York  City,  who  does  excellent  work  among 
Italians,  stands  alone.  He  organized  a club  for  young  men  by  going 
into  the  Italian  section  of  the  city,  joining  a group  of  young  men  on 
the  street  corner  and  proposing  to  secure  for  them  a place  to  meet 
where  they  could  bring  their  men  friends.  He  has  a flourishing  club 
and  keeps  it  going,  but  the  organization  has  recently  drifted  into  the 
hands  of  English-speaking  Italians  who  passed  a by-law  that  no  one 
could  join  the  club  unless  he  understood  and  spoke  the  English  lan- 
guage. One  can  readily  see  how  the  work  of  this  sympathetic  indi- 
vidualist could  be  strengthened  if  an  organized  effort  were  made  to 
multiply  the  service  he  can  render.” 

“Experiments  already  conducted  along  these  lines  are  full  of  en- 
couragement. In  Brockton,  Mass.,  a flourishing  Lithuanian  Education 
Society  is  found.  It  is  the  offshoot  of  an  effort  made  by  a band  of 
patriotic  men  to  lead  the  foreign-born  brother  into  sympathetic  rela- 
tionship with  America.  The  work  started  by  classes  in  English,  lec- 
tures on  American  history,  talks  on  how  the  people  rule,  travelogues 
through  America  and  the  opportunities  the  land  offers,  lectures  on  the 
industries  of  America  and  where  they  were  located,  etc.  The  Lithu- 
anian leaders  believed  in  the  honesty  of  purpose  of  the  native-born 
and  heartily  endorsed  their  plans.  They  encouraged  their  people  to 
attend  and  the  result  is  as  intelligent  a club  of  foreign-speaking  men, 
most  of  whom  are  electors,  as  can  be  found  in  the  country.  They  have 
erected  a building  to  be  dedicated  wholly  to  education,  and  to  per- 
petuate the  work  so  wisely  started  by  men  who  had  faith  in  the 
foreigner.”! 

♦Roberts,  P. : Op.  cit.,  p.  257.  (Phrase  in  italics  ours.) 
tRoberts,  P. : Op.  cit.,  pp.  310-311  and  186. 


AMERICANIZATION  OF  IMMIGRANTS 


155 


CHANGING  AN  IMMIGRANT  TOWN 

“Three  years  have  passed,  and  the  community  is  changed.  Those 
who  knew  it  three  years  ago  cannot  say  that  it  is  now  the  same  town. 
The  streets  and  alleys  are  clean.  The  lawns  before  the  homes  are 
sodded,  the  trees  have  been,  planted.  More  and  more  are  flowers 
planted  around  the  houses,  and  the  gardens  are  cared  for  as  never 
before.  The  men  responded  last  summer  to  the  request  of  the  leader 
to  grade  a plot  where  the  little  ones  can  play,  and  the  man  who  said 
‘What’s  the  use’  has  revised  his  judgment,  and  is  putting  money  into 
swings  and  apparatus  for  the  boys  to  play.  The  mothers  and  children 
are  neater  and  happier.  Drink  is  not  abolished,  but  the  jamborees  that 
made  ‘Hunkeyville  drunk  half  the  time’  have  ceased.  They  have 
developed  a community  conscience  and  take  pride  in  the  town ; they 
are  anxious  to  keep  it  up  to  a standard  that  means  moral  and  physical 
health.  What  was  done  to  ‘Hunkeyville’  can  be  done  in  every  com- 
munity where  the  foreigners  live.”* 


AN  IMMIGRANT  LEADER  WHO  LEADS 

“An  instance  where  one  of  these  leaders  took  the  matter  of  educa- 
tion in  hand  will  not  be  out  of  place  here.  He  was  the  secretary  of  a 
Slovak  society  in  the  city  of  Bridgeport.  When  we  called  on  him,  and 
presented  a program  of  work  to  help  the  young  Slovaks  of  the  town 
to  a knowledge  of  English,  the  duties  and  obligations  of  citizenship, 
American  history,  etc.,  he  said,  ‘I’ll  put  it  before  the  society  next 
Sunday  evening.’  He  kept  his  word  and  wrote  us  the  following 
morning  setting  a date  for  the  meeting  and  said  that  it  would  be  held 
in  the  school  building  of  the  church.  We  went  there  and  seventy-five 
men  were  assembled  and  ready  to  begin  work.  The  organizer  took  the 
group  in  hand,  organized  them  into  classes,  put  teachers  in  charge, 
and  carried  on  definite  educational  work.  The  secretary  kept  his  hand 
on  the  movement  and  during  that  winter  no  fewer  than  125  men  of 
that  nationality  were  definitely  helped  to  become  future  Americans. 
We  would  not  have  been  able  to  do  this  if  he  had  not  opened  the 
door.  When  the  teachers  appeared  on  the  scene,  they  came  as  friends 
and  the  welcome  given  was  hearty.  There  was  no  suspicion,  no  hesi- 
tation, and  when  a lecture  was  proposed,  the  knowledge  of  it  was 
rapidty  spread  and  it  was  easy  to  get  an  audience. 

There  are  no  fewer  than  a million  Slavs  organized  into  clubs, 
societies,  and  orders  of  various  kinds,  and  this  means  thousands  of 
local  assemblies  where  men  are  wont  to  meet.  With  the  aid  of  the 
national  organizations,  the  doors  of  these  local  branches  could  be 
thrown  open  to  illustrated  lectures  and  talks  by  men  who  could  speak 
upon  American  institutions  and  ideals,  and  who  would  be  able  to 

•Roberts,  P.:  Op.  cit.,  p.  155. 


156 


AMERICA  AND  HER  IMMIGRANTS 


help  the  foreigners  to  adjust  their  lives  to  the  country  of  their  adop- 
tion. Will  the  Sons  of  the  Revolution,  the  daughters  of  the  American 
Revolution,  the  Patriotic  Sons  of  America,  and  kindred  organizations 
do  this?  Let  them  call  the  foreign-born  leader  to  sit  side  by  side  with 
the  native-born  patriot  to  discuss  plans  and  methods,  having  in  view 
the  saturating  of  colonies  of  foreign  speaking  men  in  our  cities  with 
American  ideas  and  ideals.”* 


List  the  three  most  important  ways  that  we  can  help  immigrants  to 
become  Americans.  Summarize  in  your  notebook  how  you  would  use 
each  one  of  these  three  methods. 


♦Roberts,  P.:  Op.  cit.,  pp.  198-199. 


XXIV.  WE  MUST  BEGIN  NOW  THE  STUDY  OF  ANOTHER 
TOPIC  THAN  IMMIGRATION 


We  have  come  to  the  end  of  our  story  about  the  immigrants  and 
what  their  part  is  in  making  America  a fine  country  in  which  to  live. 
There  is  a great  deal  more  to  learn  concerning  the  many  people  who 
have  helped  to  make  America;  about  their  history  and  the  way  they 
cleared  and  farmed  a vast  wilderness ; how,  too,  they  wasted  America ’s 
resources  in  doing  it;  how  they  built  the  immense  cities  and  created 
great  wealth;  how  they  made  truly  wonderful  inventions;  how  they 
harnessed  rivers  and  built  railroads  and  telephones  and  the  wireless 
and  numberless  other  mechanically  useful  things.  But  there  is  another 
side.  We  must  learn,  too,  how  Americans  are  giving  more  people  an 
education  than  any  other  nation  ever  did.  We  must  learn  something 
of  how  Americans  and  the  peoples  of  other  lands  spend  their  leisure 
time,— what  they  enjoy, — whether  we  and  they  like  fine  things,  music, 
pictures,  good  books  and  the  like,  whether  we  are  giving  too  much 
attention  to  making  things  and  not  enough  to  learning  how  to  enjoy 
the  fine  and  the  beautiful. 

So,  with  so  much  to  do  we  must  leave  the  rest  of  the  story  of  immi- 
gration to  another  year. 

YOUR  NEED  FOR  A SUMMARY  OF  THE  WHOLE  BOOKLET 

Now  that  you  have  come  to  the  end  you  should  try  to  bring  together 
ull  the  threads  of  the  story  in  a short  summary.  Here  are  the  chief 
questions  which  our  work  has  taken  up.  Read  over  the  lessons  again 
und  see  if  you  can  answer  them.  If  you  can  do  that  you  will  know 
that  you  have  really  learned  some  important  things  about  our  country. 

IMPORTANT  QUESTIONS  YOU  SHOULD  BE  ABLE  TO  TALK  ABOUT 

1.  Can  you  see  in  your  “ mind’s  eye”  a map  picture  of  about 
where  each  of  the  principal  countries,  is  from  which  we  have  received 
immigrants?  Can  you  see  their  chief  ports?  Our  ports  of  entry? 
Where  the  foreign-born  live  in  America?  Where  the  industrial  region 
is  and  the  cities  are  ? These  are  the  principal  facts  of  location  we  have 
talked  about. 

2.  What  are  the  important  differences  between  the  “old”  and  the 
“new”  immigration?  Why? 

3.  Which  nationalities  that  have  emigrated  to  America  do  you 
think  will  help  most  to  make  ours  a fine  country  in  which  to  live  ? 

4.  What  are  the  important  differences  in  nationality  between  the 
“old”  countries  and  the  “new”  ones? 

5.  Can  you  tell  why  immigrants  had  to  come  here  in  the  past  and 
why  they  come  now? 


158 


AMERICA  AND  HER  IMMIGRANTS 


6.  Do  you  think  we  will  always  have  immigrants  coming  to 
America  ? 

7.  In  what  ways  do  you  think  our  government  should  change  the 
way  we  handle  immigrants  at  Ellis  Island  and  other  stations? 

8.  What  could  our  government  do. to  make  it  easier  for  immigrants 
to  find  work  outside  of  cities? 

9.  What  do  you  think  are  the  best  things  our  government  is  now 
doing  to  make  true  Americans  out  of  our  foreign-born? 

10.  Can  you  think  of  anything  more  it  could  do  ? 

11.  What  are  the  principal  differences  between  the  way  the  people 
of  southern  and  eastern  Europe  live  and  the  way  native  Americans  do  t 


WHAT  DO  YOU  NOW  THINK  AN  AMERICAN  IS? 


To  the  Teacher : After  completing  this 
pamphlet  give  the  FINAL  TEST  on 
America  and  Her  Immigrants.  We  will 
supply  these  in  quantities  free  of  charge.. 


BOOKS  ON  IMMIGRATION 


I.  Books  Containing  Excellent  Episodes  on  Immigration  Matters 
Suitable  for  Junior  High  School  Pupils. 

1.  Bok,  Edward:  Americanization  &f  Edward  Boh.  Scribners,  1921.  De- 
scribes the  Americanization  of  a little  Dutch  boy  and  his  rise  to  a posi- 
tion of  influence  as  the  editor  of  the  “Ladies  Home  Journal.”  Helpful 
for  the  personal  experiences  of  one  immigrant.  See  special  edition 
adapted  for  children’s  reading  and  edited  by  John  L.  Harvey,  “Dutch 
Boy  Fifty  Years  After.” 

2.  Brandenburg,  Broughton:  Imported  Americans.  Frederick  A.  Stokes, 
New  York,  1904.  The  story  of  the  experiences  of  a disguised  American 
and  his  wife  studying  the  immigration  question.  Mr.  Brandenburg,  a 
writer  for  “Leslie’s  Magazine,”  actually  lived  the  immigrant  life  as  a 
disguised  Italian  and  his  story  gives  you  vividly  the  point  of  view  of  the 
immigrant.  The  theme  has  been  rewritten  in  our  story  of  Carlo. 

3.  Grose,  Howard  B. : Aliens  or  Americans?  Forward  Mission  Study 

Courses;  edited  under  auspices  ©f  the  Young  People’s  Missionary  Move- 

ment. American  Baptist  Home  Mission  Society,  312  Fourth  Avenue, 
New  York,  1906.  Helpful  for  its  anecdotes,  pictures  and  questions. 

4.  Holt,  Hamilton.  Life  Stories  of  Undistinguished  Americans.  This  book 
contains  a dozen  brief  stories  describing  the  experiences  of  “everyday” 
immigrants  of  many  nationalities.  It  tells  why  they  come  and  their 
many  difficulties  in  becoming  familiar  with  our  language  and  ways  of 
living. 

5.  Panunzio,  C.  M. : The  Soul  of  an  Immigrant.  Macmillan,  1921. 

An  interesting  autobiography  of  an  Italian  who  came  to  adopt  America 

as  his  country  following  many  interesting  experiences  in  earning  a living 
here.  It  describes  his  struggles  to  get  an  education  and  to  become 
naturalized  and  Americanized. 

6.  Riis,  Jacob:  The  Making  of  an  American.  Macmillan,  1901  and  1906. 
Another  autobiographical  account  of  an  immigrant’s  life  in  America; 
interesting  personal  experiences  of  the  life  of  the  foreigner  brought  up 
in  the  slums  of  New  York  City  thirty  years  ago. 

7.  Roberts,  Peter:  The  New  Immigration.  A study  of  the  industrial  and 
social  life  of  southeastern  Europeans  in  America.  Macmillan  Company, 
New  York,  1920.  This  book  contains  hundreds  of  little  episodes  de- 
scribing the  experiences  of  the  “new”  immigrant;  his  experiences  on  arriv- 
ing in  America,  conditions  under  which  he  works  and  lives  and  his  general 
social  relations.  It  is  suitable  for  outside  reading  of  your  pupils  and  a 
book  that  you  should,  by  all  means,  read,  for  additional  information  while 
teaching  the  immigration  question. 


160 


AMERICA  AND  HER  IMMIGRANTS 


8.  Ross,  Edward  Alsworth:  The  Old  World  in  the  New.  The  Century  Co., 
New  York,  1914.  Presents  the  dark  side  of  the  immigrant  question. 
Author  contends  that  the  “new”  immigrants  threaten  our  political,  eco- 
nomic and  social  institutions  because  of  their  lower  standards  of  living. 
A sharp  contrast  to  the  sympathetic  and  even  optimistic  books  of  Mr. 
Steiner. 

9.  Shriver,  William  P. : Immigrant  Forces;  Factors  in  the  New  Democracy. 
— Missionary  Education  Movement  of  U.  S.  and  Canada.  Methodist  Book 
Concern,  New  York,  1913.  A valuable  source  because  it  contains  many 
interesting  experiences  of  immigrants  and  because  it  presents  various 
aspects  of  the  immigration  problem  through  anecdotes,  charts  and  pictures. 

10.  Steiner,  Edward  A. : From  Alien  to  Citizen;  the  Story  of  My  Life  in 
America.  Fleming  H.  Revell  Co.,  158  Fifth  Avenue,  New  York,  1914. 
Another  autobiographical  account  of  immigration.  Through  his  many 
books  and  speeches  Mr.  Steiner  has  probably  done  more  than  anyone  else 
to  create  a feeling  of  Optimism  about  the  immigration  question. 

11.  Steiner,  Edward  A. : On  the  Trail  of  the  Immigrant.  Fleming  H.  Revell 
Co.,  158  Fifth  Avenue,  New  York,  1900.  Contrasts  the  lives  of  our 
chief  immigrant  nationalities  at  home  and  in  America  and  analyzes  the 
characteristics  and  cultures  of  each  people;  describes  their  difficulties  in 
getting  to  America  (steerage)  and  in  learning  to  become  Americans. 

II.  Books  for  Teachers  Containing  Good  Statements  of  the  Various 

Immigrant  Problems 

1.  Americanization  Studies;  Burns,  Allen  T.,  Director.  Harper  & Brothers, 
New  York,  1920-1922. 

A most  important  series  of  12  books  dealing  with  the  following  phases  of 
the  problems  of  immigration  and  Americanization : 

Daniels,  John. : America  Via  the  Neighborhood.  The  neighborhood  rela- 
tions of  the  immigrant;  describes  many  actual  experiences  of  aliens  in 
learning  about  America;  shows  that  the  foreigner  has  a real  culture  to 
bring  us  and  that  he  is  earnestly  trying  to  adapt  it  to  his  new  sur- 
roundings. 

Park,  Robert  E. : The  Immigrant  Press  and  Its  Control.  It  describes 
the  contents,  history,  influence,  and  control  of  this  important  feature  of 
immigrant  life.  This  book  will  be  helpful  for  its  many  episodes,  tables, 
and  diagrams. 

Park,  Robert  E.,  and  Miller,  Herbert  A.:  Old  World  Traits  Transplanted. 
Particularly  valuable  for  its  description  of  immigrants’  traits,  char- 
acteristics, and  cultures  as  they  have  been  transplanted  in  America. 
Contains  hundreds  of  episodes  and  anecdotes  to  illustrate  the  heritages 
and  institutions  of  foreigners  as  they  appear  in  America. 

Speek,  Peter  A. : A Stake  in  the  Land.  A detailed  illustration  of  the 
movement  to  settle  the  foreign-born  on  new  undeveloped  farm  lands; 
summarizes  personal  field  study  of  54  immigrant  farm  colonies.  Help- 
ful for  the  pictures  and  many  episodes  of  the  experiences  of  these 
“new”  immigrant  farmers. 


BOOKS  ON  IMMIGRATION 


161 


Thompson,  Frank  V. : Schooling  of  the  Immigrant.  What  education 
and  the  school  can  do  to  assimilate  our  foreigners;  helpful  for  its 
illustrations  of  teaching  the  immigrant  our  language,  customs,  and  forms 
of  government. 

Davis,  Michael  M.,  Jr. : Immigrant  Health  and  the  Community. 
Breckinridge,  Sophonisba  P. : New  Homes  for  Old. 

Leiserson,  William  M. : Adjusting  Immigrant  and  Industry. 

Park,  Robert  E. : The  Immigrant  Press  and  Its  Control. 

Claghom,  Kate  Holladay:  The  Immigrant’s  Bay  in  Court. 

Gavit,  John  P. : Americans  by  Choice. 

Burns,  Allen  T. : Summary. 

2.  Abbott,  Grace:  The  Immigrant  and  the  Community.  Century  Company, 
New  York,  1917.  Pleads  for  better  assimilation  of  our  immigrants  and 
relates  many  stories  of  actual  experiences  of  immigrants. 

3.  Balch,  Emily  Greene:  Our  Slavic  Fellow  Citizens.  Charities  Publication 
Committee,  New  York,  1910.  Result  of  a careful  personal  investigation 
of  the  way  the  Slavs  live  at  home  and  in  this  country.  Helpful  for  the 
interesting  human  stories,  pictures  and  descriptions  of  the  most  “new” 
important  immigrant  race. 

4.  Davis,  Philip  (compiled  and  edited  by)  : Immigration  and  Americaniza- 
tion. Ginn  & Company,  New  York,  1920.  A book  of  readings  covering 
brief  extracts  from  the  accounts  of  leading  authorities  on  such  topics  as: 
(1)  history  and  causes  of  immigration;  (2)  characteristics;  (3)  legisla- 
tion; (4)  distribution;  (5)  education;  (6)  naturalization;  (7)  citizenship. 

5.  Fairchild,  Henry  Pratt : Immigration.  Macmillan  Co.,  New  York,  1919. 
A very  great  help  and  systematic  historical  account  of  immigration 
“set  forth  as  a part  of  an  inclusive  conservation  program  for  all  human- 
ity.” 

6.  Hall,  Prescott  F. : Immigration  and  Its  Effects  Upon  the  United  States. 
Henry  Holt  & Company,  New  York,  1906.  Second  in  the  existing  series 
of  systematic  books  that  have  been  written  since  1890  upon  the  immigra- 
tion question.  Published  about  fifteen  years  after  Mayo-Smith.  It  brings 
out  the  essential  facts  existent  in  1905  about  the  history,  causes,  condi- 
tions and  effects  of  immigration ; proposes  remedies  for  the  evils. 

7.  Jenks,  Jeremiah  W. ; Lauck,  W.  Jett:  The  Immigration  Problem.  A 
Study  of  American  Immigration  Conditions  and  Needs.  Funk  & Wagnalls 
Company,  New  York,  1917.  The  most  important  statement  of  facts  on 
the  immigration  problem  to  1910.  The  authors  were  connected  with  the 
comprehensive  investigation  of  the  United  States  Immigration  Commis- 
sion. The  42  volume  report  of  this  commission  is  summarized  in  Jenks 
and  Lauck. 

8.  Kellor,  Frances.  Immigration  and  the  Future.  George  H.  Doran  Co., 
New  York,  1920.  The  most  significant  recent  treatise  on  the  problem  of 
immigration.  The  purpose  of  the  author  is  to  arouse  America  to  the  need 
of  formulating  a constructive  immigration  policy  by  discussing  the  con- 
temporary problems  of  our  foreign-born  and  raising  many  “open  ques- 
tions,” which  all  Americans  should  strive  to  answer. 


162 


AMERICA  AND  HER  IMMIGRANTS 


9.  Massachusetts  Commission  on  Immigration,  1914.  House  Document  2300. 
(Write  Secretary  of  State,  Commonwealth  of  Massachusetts,  State  House, 
Boston,  Mass.)  Special  investigation  of  the  problem  of  immigration  in 
one  state  where  the  population  is  largely  foreign.  Contains  actual  ac- 
counts of  (1)  housing  the  immigrant;  (2)  occupations  of  recent  immi- 
grants; (3)  education  and  the  immigrant;  (4)  naturalization;  (5)  de- 
pendency among  immigrants;  (6)  the  foreign  language  press;  (7)  a state 
immigration  policy.  (Note:  Similar  reports  have  been  made  by  New 
Jersey  and  New  York.  Write  to  Secretary  of  State,  Trenton,  New  Jersey, 
and  Albany,  N.  Y.,  for  copies.) 

10.  Miller,  II.  A.  Schooling  of  the  Immigrant.  Survey  Committee  of  the 
Cleveland  Foundation,  Cleveland,  Ohio,  1916.  One  of  the  25  volumes  of 
the  school  survey  of  Cleveland.  It  analyzes  and  summarizes  what  one 
city  is  doing  to  educate  the  immigrant  and  his  children. 

11.  North  American  Civic  League  for  Immigration.  Annual  Reports,  1908- 

1919.  National  Headquarters,  173  State  Street,  Boston,  Mass.  What 
private  agencies  in  America  are  doing  to  help  the  immigrant  become 
accustomed  to  his  new  life  here  and  what  they  are  doing  also  to  assimilate 
him. 

12.  Orth,  Samuel  P.  Our  Foreigners.  Yale  University  Press,  New  Haven, 

1920.  The  most  important  historical  volume  on  immigration.  Excellent 
for  its  descriptive  passages  of  the  characteristics  of  various  immigrant 
nationalities  that  have  settled  in  America  and  for  comparisons  of  them. 

13.  Phelps,  E.  M.  Immigration.  H.  W.  Wilson,  1922.  One  of  the  hand- 
book series  of  the  PI.  W.  Wilson  Co.  which  covers  various  political,  social, 
and  economic  topics.  All  teachers  of  social  science  should  be  familiar 
with  this  handbook  series  (about  30  volumes).  They  are  a valuable 
source  of  information  for  facts  and  argument  and  debates. 

14.  Smith,  Richmond  Mayo-:  Emigration  and  Immigration.  Charles  Scrib- 
ner’s Sons,  New  York,  1890.  The  first  systematic  book  on  immigration 
to  appear,  1890.  It  has,  as  many  subsequent  writers  acknowledge  in  their 
books,  influenced  very  much  our  thought  on  the  problem  of  the  foreigner, 
particularly  valuable  for  its  history  of  immigration  and  for  its  keen 
analysis  of  the  effects  of  immigration  upon  America. 

15.  Talbot,  Winthrop : A mericanization.  The  Handbook  Series.  The  H.  W. 
Wilson  Co.,  New  York,  1920.  This  book  is  supplementary  in  character 
and  material  to  the  Handbook  on  Immigration  by  Miss  Phelps  above 
cited;  entirely  devoted  to  problems  of  assimilation  and  Americanization. 

16.  United  States  Immigration  Bureau,  Annual  Report  of  Commissioner 
General  of  Immigration.  Latest  report  available  is  June,  1921.  Govern- 
ment Printing  Office,  Washington,  D.  C.  All  teachers  should  have  the 
latest  report  of  our  national  immigration  bureau.  It  contains  the  most 
recent  facts  and  figures  on  immigration  and  two  large  and  excellent  charts 
showing  the  waves  of  immigration  since  1820. 

17.  Warne,  Frank  Julian:  The  Tide  of  Immigration.  D.  Appleton  & Com- 
pany, New  York,  1916.  By  the  special  expert  on  foreign-born  popula- 
tion in  our  Federal  Census  Bureau.  It  treats  the  immigration  question 
from  the  point  of  view  of  the  consequences  of  the  “ebb”  and  “flow”  of  a 
tide  of  millions  of  foreigners.  Its  facts  and  charts  will  be  helpful  to  you. 


